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Neurocognitive Training



BrainX use a non-invasive easy-to-wear device measures brain activity as an indicator of attention. You can activate our great cognitive games by applying full attention to move game characters by mind alone (attentive state) .

Software alone is not sufficient to achieve cognitive enhancement, we deliver a complete solution guided by a certified coach to ensure motivation and compliance. Allowing each individual to succeed and deliver strong real life effects.

We are appreciative of clients who share their success stories with us!

Academic Issue
ADHD Kids (Primary)
ADHD Kids (Secondary)
Adult ADHD
Behavourial Issue
Peak Performance Training
Developmental Delay
Asperger's Syndrome
Autism Spectrum Disorder
Down Syndrome
Parkinson Disease
Tourette Syndrome

Academic Issue

Joel has difficulties in concentration, auditory processing and behavioural issueJoel 6 year old


“To witness the big difference this programme has made in this young boy’s life makes me proud to practice what I do, and help children realise their potential!” – Sandra Roberts, Registered Counsellor
Joel started the Neurocognitive Training programme with me a few months before he turned six years old. He had been struggling to listen, follow instructions, complete tasks, concentrate in the classroom and had behaviour issues. His teacher and parents were finding it challenging working with him, whether it was assisting him with his homework, classwork or even completing everyday tasks.

Since beginning the Neurocognitive Training programme, Joel is now able to identify those troublesome behaviours that were causing him to become distracted. He can now rectify his behaviours and as a result he is able to concentrate much better without getting into trouble in the classroom, or at home. His parents and teacher have said there is a noticeable improvement in not only his school work, but his performance in everyday activities too! His memory has improved and he is now able to retain information and apply it when necessary. Joel was a child who was easily distracted, but he is now able to “zone in” on the task at hand and block out all outside inferences.

Joel is motivated to work harder. Concentration is no longer a difficult task for him. This means getting Joel to go to school is no longer a struggle; in fact he looks forward to class! His self-confidence has improved and he believes that he can achieve his goals and do well if he puts his mind to it.

Practice makes perfect and Joel is a testament to this. He has put in a lot of hours and effort into the Neurocognitive Training programme and he has developed a skill that he is proud to have cultivated which will be with him for the rest of his life. As a Neurocognitive Training practitioner, I am proud to say I can see Joel has built a strong foundation when it comes to concentration. To witness the big difference this programme has made in this young boy’s life makes me proud to practice what I do, and help children realise their potential!

Submitted by Sandra Roberts (Registered Counsellor)

Psych M, SA


Grade 3 girl struggle with MathGirl 3rd grade


My child’s journey with Neurocognitive Training started in her Grade-3 year. She struggled with math to such an extent that I feared that her math grades might cause her to fail her academic year. My daughter had to stay in class during many breaks since she could not write the work off the black-board fast enough. Her teacher also informed me that my daughter cried every day in school feeling completely overwhelmed by her inability to keep up with the speed of learning presented in her classroom. Furthermore, another child teased my daughter that she was the, “Dumbest child in the entire school.” It was a heartbreaking situation for me as a mother.

I enrolled my daughter in extra math classes in the second term of her Grade 3-year. The lady who presented the extra math classes expressed her concern about my daughter’s ability to concentrate and recommended that we take her to a center called Bio-link that offered Neurocognitive Training.

I started out with Neurocognitive Training at Bio-link strongly doubting that it would make a difference. At that stage we already experimented with a number of solutions, none of which made a significant difference. After three months, Neurocognitive Training proved to be quite magnificent! My daughter’s math grades increased by twenty percent and two of her other learning areas by ten percent each.

In the next two years she continued with weekly Neurocognitive Training sessions. During this time her grades continued to improve, to the extent that her average percentage now is above eighty percent, and she is one of the top-three students in her grade. More importantly, she now believes that she is a clever person, and that she will get good grades if she works hard academically. Her self-confidence has improved significantly, and she now feels positive towards her school career.

I am forever grateful to my local Neurocognitive Training facilitators. There are actually not enough words to fully describe the overwhelming positive turn-around it made in my daughter’s life.


Little girl with Homework Meltdown7 Year Old

All of our clients are assigned a Personal Executive Function Coach. This is one dad’s reply to his Personal EF Coach who was following up to see how his daughter was progressing: A little girl at the breakfast table doing homework.

Hello Mike,

It’s interesting that I just took this picture on Monday with thoughts of sending it to you.

As I say, we can’t always be sure what makes changes happen that seem dramatic, but you can’t ignore things either. This is a picture of our daughter in the early morning, eating breakfast, and working on her homework that we didn’t have time to do the night before.

At the beginning of this school year, every time I broached the subject each day, I experienced her meltdown at just the word ‘homework.’ For her doing this completely on her own really brought a tear to my eye. She still has a long way to go, but I am now reading ‘Delivered from Distraction’ and it has been an amazing addition to the how’s and why’s people deal with and suffer from ADD. I can see it in myself and most people in some form.

If you ever wonder if what you do for a living makes a difference, my wife and I thank you and your organization for making a very big difference with our daughter and our family.


Bright Kayla has trouble concentrating on school workKayla


From Kayla’s mother, Sonja:

From a very early age, our oldest child Kayla seemed to have trouble concentrating. She was always very bright, and a fast learner, but anything could distract her. Her train of thought would jump from one thing to another so fast and so frequently, that sometimes it was hard to understand her.

When Kayla got to kindergarten, this became a real problem. When it came time to sit down and do her school work, she just couldn’t. Again, we’re talking about a really smart little girl! But if the assignment was boring, it was so hard for her to focus on it that she would get frustrated and even start crying.

It go so bad that her kindergarten teacher was sending us emails at least once a week, and we could certainly sympathize with her, since we experienced the same thing at night when we tried to do homework with Kayla.

Given Kayla’s age, we felt she was too young for medication, and the thought of taking her to a psychiatrist seemed absurd. As such, we started looking for other ways to help her, eventually discovering the Attention Tech learning center in Chandler, Arizona. They enrolled Kayla in a program called Neurocognitive Training, and we’ve seen major changes in our daughter over the past year!

Kayla made the honor roll this past semester and I think we only received three emails from her teacher in all that time (which is so much better than one every week). Kayla is definitely learning to control her emotions and her body. I’m so proud of the progress she’s made. Not only that, but this program has taught us as parents how to better help our daughter. We take the good things we hear from Kayla’s teachers and pass them on at home.

I can’t wait to see where Kayla goes from here!

From Kayla’s Neurocognitive Training coach, Jacci Hall:

When Sonja first brought her daughter Kayla to the learning center, Kayla seemed extremely anxious and overly critical of herself. Kayla reacted strongly whenever she made a mistake and would often resort to crying. In fact, on more than one occasion she would climb down from her chair and run to her mother’s lap for comfort—just because she wanted to do well, but felt she couldn’t.

We worked on this tendency extensively with Kayla, using lots of positive reinforcement when she performed well, and being very supportive when she didn’t. Specifically, we came up with the “whoops” protocol, where Kayla was encouraged over and over to just say “whoops” whenever she made a mistake, and then forget about it.

It took a while, but because praise for her positive accomplishments was so much more abundant than the simple “whoops” acknowledgement of her mistakes, Kayla eventually allowed herself to let go and accept her performance for what it was: an ongoing process.

We use a CPT (computerized performance test) to monitor Kayla’s progress. We are glad to see improvements in visual and auditory attention. Additionally, we are seeing improvement in impulse control and motor control.

Since Kayla is still in the program, she still has good days and bad, but the former far outweigh the latter—not to mention what we’ve seen this semester at school. All of us here at Attention Tech are super proud of Kayla for making the honor roll, and we look forward to even more accomplishments as training proceeds!

We will keep you updated regarding Kayla’s progress as she continues with Neurocognitive Training. Be certain to check back to find out how she is doing!


Difficulties in focusing and getting work done. Cameron 12 years old


By Cameron, age 12

Before Neurocognitive Training training I would stare in space and think of nothing. I have the power to think of nothing. I would only get one Montessori math work done in two hours and thirty minutes in class. I was not aware when I lost focus until my teacher would call my name to bring me back. I couldn’t believe my teacher when she said that it was time for lunch. I thought only 10 minutes had passed, not 3 hours; most kids can do all 6 assignments in that same time.

Sometimes I wanted to stop staring and do my work,but I couldn’t control my focus. Sometimes I would lose my focus up to 40 to 60 minutes. I got so worried when I found out that so much time had passed, I thought something was horribly wrong with my teacher, myself and other students. My Mom got really, really worried because homework took all evening. She had to constantly help me with my homework.

My Mom took me to a doctor that studied people to see what would help me function better. He told us to look for brain training. With Neurocognitive Training brain training, I took control of my brain and discovered a new power, and that is to wipe all my stress away and focus.

In the beginning it was very difficult. I got mentally tired very quickly. Now I don’t get as tired, it’s easier, and I am doing work that is more complicated like this story. My homework now takes one to two hours. And I do it on my own! My Mom just looks it over at the end or when I get stuck. Just once in a while at the most. My Mom is a teacher and she can do her work while I am doing mine.

My teacher is happy about my progress and so am I, because I can do as much as the other kids most days. If you think this is a make believe story then you are wrong. This is a true story. The Neurocognitive Training brain training made it possible for me to focus, do my work, my homework and that is excellent.

Note from mom:

— Hello, my name is Mary. This is my son Cameron’s story. Amazingly he wrote it himself. Something he would not have been able to do before Neurocognitive Training brain training. His coaches are Robert and Jacci. Thanks to them and Neurocognitive Training, my life and that of my son’s have been changed forever.


Academic Issue (mild ADD, weak on Auditory & Visual memory)Layla


My daughter ​Layla started facing problems in reading in grade one.​ ​She was doing poorly at school​, so ​​I took her to various specialists​. ​I took her to an occupational therapist who said she ​did not have good eye coordination​. Later​ I took her to an educational therapist who said she need​ed​ more attention from her dad,​ (my husband​), who​ travels extensively​ because of his work​​. I​ also​ took her to a visiting optometrist from Denmark who advised on a weird protocol.​ ​

Finally I went to Beirut,​ where they did​ ​comprehensive cognitive testing ​and found my daughter’s ​Auditory and​ ​Visual memory is slightly weak​,​ and ​that ​she ha​s​ mild ADD.​ ​ I ​then ​took her to a speech therapist for​ ​a year ​but found she was no​t​ progressing as she ​was supposed to. ​ ​

By chance I met Ms Haifa​​.​ ​ I went for a Neurocognitive Training demo and I was very convinced​! ​ ​After myself, the speech therapist, my daughter’s teacher and the psychologist filled out evaluation forms on my daughter, she began the training.

We did 10 minutes everyday, consisting of 2 Neurocognitive Training exercises starting back in February. As of today, (May), she has improved a great deal in all subjects, including Arabic, English, French, Science and Math. It ​has ​even reflected on her self-confidence​, as ​she is more confident and happier at school.​​


Kids struggled with Concentration & Fidgeting issueNathan 6th grade


Nathan just graduated from Grade 6 last week. June also marks his 10th full month of Neurocognitive Training. When Nathan began the program, he struggled with sitting still and focusing for even the briefest time period. As a coach, I was kept very busy marking every movement, fidget, distracted and off-task behavior. We began with 15 minute sessions 3 times per week and worked hard to establish the routine, which, it turns out, is a major part of the ‘battle’. Once the Neurocognitive Training routine was established, the arguing beforehand and the disruptive behaviors during the program diminished to the point where, as coach, I have virtually no behaviors to report during his sessions. I have kept a journal of his achievements and am delighted to report that Nathan now is on Advanced levels in all games and is actually weaning off the Attention Stamina game. He now does two sessions of half an hour per week and easily maintains attention scores of 90% plus. He is working towards the Academic Bridge component and improving every session. This achievement has given Nathan a huge boost in his confidence and self-esteem and seems to have given him a new interest in actually completing tasks.

We have gone from anger and frustration to pride and sense of accomplishment in ten short months and I have a son who is actually keen on beginning new challenges.

Thank you Neurocognitive Training for the encouragement and support. I am looking forward to making this program available to other families here in Canada.

– Mother and Coach –


Problem in completing homework and Impulsivity IssueJoonas


We started the program on August 30, 2019. The difference between his August 21, 2019 and March 7, 2020 FOCUS test results show quantitative proof that the Neurocognitive Training program is doing its job with helping my son improve his ability to perform tasks in a consistent and timely manner by improving his ability to focus on the task at hand.

With the initial FOCUS test on Joonas’ consistency, he was accurate and responsive only 43% of the time for his age group when doing the “boring” or mundane tasks. With his most recent test, he improved to being 64% accurate and responsive. This area has shown the greatest amount of improvement since starting Neurocognitive Training.

In the area of performance, his initial assessment showed him doing things accurately and in a timely manner only 24% of the time compared to his peers. Now, he does things accurately and in a timely manner 31% of the time. The 7% may seem like a small gain compared to consistency, but for Joonas, we’ve noticed the difference!

In the classroom and at home, he used to struggle with starting on and completing homework, classwork, or chores that he called “boring” and that didn’t catch the interest of his ADHD brain. Now he starts homework and most chores on his own or only require 1-3 reminders. If he makes a mistake, he’s faster to learn from it and do something correctly the next time. The pre and post FOCUS assessments he took show hard proof of improvement. The observations we’ve seen at home and school show improvements in how he responds better, faster and more accurately to any given instruction.

At this stage of the program the novelty has worn off and we’ve noticed he tries to complete the tasks faster to finish the program faster. However, when he makes more mistakes because of his impulsive responses or the inability to remain focused, the system adjusts itself so that he has to reign in his impulsiveness in order to finish the task or level up. It’s awesome that Neurocognitive Training adjusts the games to each users’ weaknesses to train them how to improve those, whether it’s being too impulsive, not focusing well, etc. We expect that Joonas’ impulsiveness and the distractibility will adjust themselves down again as he continues with the program.

The improvements in a 6.5 month period (at the halfway point) are great and we’re excited to see how much more he’ll improve once he completes the program!



Problem with finishing a task on time and his social behaviourAlec


I would highly recommend this program to anyone who is looking to help their child in school.

Alec started the Neurocognitive Training program eight months ago, due to a recommendation from his psychologist. I read all of the reviews and did my own research on the product. I even participated in the webinar asking many questions that related to Alec and how it will work in our everyday lives.

Our first day was March 31, 2013 and we haven’t looked back. He was having a hard time attending to tasks at school and at home. He also had a fear of failing anything that required effort or pushed him past his comfort zone.

At first, he resisted the program, because of the unknown, but within a month of my persistence, he requested to do it. To this date, we do it consistently three times a week and are 42 hours into the program. The best results have been recently when I went for his quarterly parent-teacher conference. They told me he actively participates in class, completes school assignments in a timely manner, is very social, is less frustrated with the possibility of failure, will self correct and initiates harder work from the teacher.

He has become a pro at the program, as he can navigate the whole session independently and I sit next to him for support. He will self monitor and say why he did or did not do well and why. Both my husband and I have been beyond impressed by the quality of the program, technical staff is beyond helpful, and of course, all of the benefits Alec is receiving from Neurocognitive Training. I would highly recommend this program to anyone who is looking to help their child in school.

Best of luck–
Lisa and Eric


ADHD Kids (Primary)

Concentration level / Impulsive / FidgetNabil


My son, Nabil, had behavioral issues since he started school. Unfortunately, he did not have the professional teacher nor school administrators who would even give me a hint about ADD. The school-Nabil battle continued in reception and the beginning of grade one. I put all the pieces of the behavioral puzzle in front of me and started searching to put them together. This is when I thought that he might have ADD. I contacted one of the professional psychological centers, who said that they cannot do the diagnostic test for him before he turns 7. At this time, he was 6 years 3 months.

When he turned 7, he took the CPT II test and was diagnosed to have ADD (89.4%).

Nabil is an active boy who possesses a well developed observation power but lacks the required level of attention and concentration for his age. He is the youngest among siblings. He is a highly cooperative, well mannered, and sensitive child, who is always eager to listen, understand and perform well (once he finds an interest).

When he was diagnosed to have ADD, the center recommended Neurocognitive Training. He started his Neurocognitive Training sessions right away with another center, which was still using the old Neurocognitive Training helmet in their sessions.

He started off performing well but soon regressed showing his true level of attention. Here his temperament and ease of agitation was experienced. It was at this stage when he and his therapist worked on a 2 minute motivational lesson before each game and sticker chart. Goal setting was an important element. This worked really well for Nabil as he took off enthusiastically and gained very high scores and maintained the percentage throughout with excellence.

On some occasions Nabil would arrive noticeably tired and bored causing his performance to significantly drop to scores around 50% – 60%. During these times Nabil would be fidgety, easily distracted and then ultimately very sad for not been able to score well. These times were resolved by appropriate coaching in understanding why Neurocognitive Training was important for him and why he needed to play the games the best he could.

Nabil has a challenging nature and competes with his own last attempts. The Neurocognitive Training games helped in utilizing this nature. He tried very hard and strived for improvement. Nabil is quite capable of adjusting behavior to expectations of situation; however sometimes he would have an impulse to call out as a result of his inquisitive nature. Nabil is a kind, smart, and well behaved child, and I was so eager for him to perform well.

After completing 40+ sessions of Neurocognitive Training, Nabil’s attention has significantly increased. His inquisitive nature at times would be a hindrance which was timely controlled and handled professionally answering all his queries in an extra session or before the session began. He always loved to gather knowledge about space, and so would come up with several questions every session, which is a healthy sign and highly appreciated. His eye-hand coordination and general ability to finish the task at hand have definitely improved at the same time his focus and concentration have significantly improved.

Nabil took the CPT II test again and his ADD level dropped down to 50% non-clinical.

Thanks to Neurocognitive Training which was my magic wand in seeing the results that I was eager to see.

– Success story submitted by Nabil’s mother, Hala, in Kuwait.


Concentration & Impulsivity issueJulian 10 year old


Actual Thank You Card From a Proud Neurocognitive Training Parent…

Good day,

It is with much emotion that I sit at this computer writing about my son’s experience with the Neurocognitive Training program. Our ten year old son, Julian was struggling since the age of five. At the start of kindergarten we were told that Julian was easily distracted. Julian was not reading in the first grade because he had a hard time just sitting and wanting to learn. His teacher commented that he was forgetful. We quickly had Julian tested to reveal that he may suffer from ADHD. In our search for help, we had the great opportunity in meeting with the H.O.P.E. Resource Centre. Our son eagerly followed the program. Julian sees the progress that he has made with simply more awareness. He started to notice things that he has never realized before and felt less confused. His impulsivity had also diminished and he definitely had fewer tantrums. It is truly remarkable. Julian is in fourth grade and his teacher reports that he is following all instructions in class.

We are so delighted with Julian’s progress and his eagerness to continue learning with more focus. He is a happy little boy. Early intervention is the key.

Following the Neurocognitive Training program has been a blessing in our life.

Very sincerely, we wish you much success with the continued growth of this program.

Thank you from the bottom of my heart.

– Marie, Proud mother of Julian


ADHD Inattentive / Focus issue / Academic DifficultyJason started at 2nd grade


With Neurocognitive Training, Jason has learned to understand how to focus and how to pay attention. He has applied what he learned from the games in the real world, in school, and at home. After playing for over 50 hours (about 6 months), Jason can tell us when he is tired and not able to do well, when he is flustered and his focus will be lacking, or when he is happy and his focus goes up. He has also learned how he can adjust his own mood so that he can be able to focus more.

Since Kindergarten, we knew our son, Jason, is different from his brothers. He always seems more hyper than them. At times, he shows strengths in intelligence, and at other times, he really shows difficulties in learning. Up to 1st grade, Jason was still able to do well in class. In second grade, the teacher has told us that Jason is having difficulties with learning specifically with reading and science. We decided to have him tested by the end of 2nd grade and he came back with having ADHD.

We put Jason on Neurocognitive Training through the summer at end of 2nd grade. Jason played 3 games, 15 minutes a day on a rotation of 6 different games. The games were simplistic at first but challenged him to stay focused in order for the game to work. This is where Jason had to learn to concentrate and to focus. With the variety of games and the different gameplay as the games level up, it kept Jason engaged. Neurocognitive Training also has a reward system, where they gain points for good work. Points are traded in for things of ‘your’ choice. Jason loves trading in points for 1 day off of no work and study.

Whether the game helped in Jason doing better in grades is still in question. But we have definitely seen signs of Jason understanding about himself. When Jason is able to understand his weaknesses, he is able to communicate this with us. This to us makes the game worth it.

Thanks, Tommy.


Emotional ControlMark


Email from Neurocognitive Training Educational Support:

Dear Violet,

Now that you’ve had the program for a good length of time, I just wanted to check back with you to see how everything is going. Are you seeing changes? Are you satisfied by the results so far? Please let me know if there’s anything I can do to help. Your support with Neurocognitive Training is unlimited, so drop us an email or simply call 828-676-2242 anytime you have questions or problems, or you just want to talk about the program. We’re here to help.

Best wishes,


Response from Neurocognitive Training Client & Mark’s Mom:

Mark SMHi, Mike!

Yes, I am definitely seeing improvements in Mark when he is playing with other children and in his ability to control his emotions. We have reduced a bit the amount he is playing at one time. This has helped to reduce the amount of resistance he gives to playing and also has caused him to try a bit harder. He only plays three games at a time. We’ve been trying to do it every other day but have had some weeks where he is at camp or away a lot and not able to do it.

Good news – I tried lowering his dose of med from 27 mg concerta to 18. In the past, this has been a complete disaster. This time, it was not. He was still not able to stay on the 18 because he did not wants to interact with others and was withdrawn into his own imagination quite a bit but he was able to handle it. In the past, he has been HORRIBLE when we lower the dose. He was still pleasant, just off in his own little world.

Mark totally procrastinates to do the Neurocognitive Training ALL THE TIME but when I insist and we get down to it, it’s not so bad. We talk about that a lot – how you can procrastinate and have something hanging over you for days and days when it only takes 25 minutes to complete.

BUT yesterday he said to me,’I really think this Neurocognitive Training is helping me, mom’. First time I heard that from him.

What I really like is I have seen other kids getting out of control and Mark has stayed calm during these times and actually was the “voice of reason” to get others to slow down, calm down, and be reasonable. Love to see that J.



Response from Neurocognitive Training Educational Support:

Dear Violet,

Thank you so much for sharing this with me! I’m so thrilled that you’re seeing these kinds of results already.

Keep up the wonderful work and please let me know if you need anything!!!

Best wishes,



Difficulties in Concentrating

Two years ago, my son was diagnosed with ADHD. I was finally able to connect his problems to something. Before his diagnosis, I always blamed myself for not being a good parent.

Before I learned about Neurocognitive Training, I spent thousands of dollars to purchase Neurofeedback sessions for my son to try to give him a better capability to do his daily tasks. 60 sessions of Neurofeedback plus the diagnosis and reporting cost me more than $12000. I had to take out a loan that took 1.5 year for me to pay it off.

I got to know about Neurocognitive Training in one of the Additude ADHD seminars and immediately noticed that it was similar to neurofeedback sessions, but a lot cheaper. Neurocognitive Training cost 1/10 of what I paid.

After using Neurocognitive Training, my son can stay on tasks for longer periods. His marks [grades] have improved. His teacher just told me that he is able to collaborate and have some friends. He plays with them which was a shock to me. He never loved to play with others. He is also much happier than before. Overall, lots of improvements.
In addition to that, I am able to use it for myself. It helped me a lot. My short-term memory tended to weaken as I aged, and now I am at top of my ability. I have another child who is diagnosed with ADHD, and I am going to add her as an additional user.

I feel so positive and plan to purchase all the games that Neurocognitive Training offers gradually to make my children continue to be excited about playing and help them learn other cognitive skills.


ADHD (lack of focus & motivation) / Academic IssueRobert


Our son’s attention issues were only evident through his lack of focus, lack of motivation, and lack of perseverance on a task. It wasn’t until second grade that our suspicion of him having at least borderline ADHD was confirmed when his very attuned teacher began giving us very pointed feedback on his lack of focus, difficulty with attention, lack of reading stamina. It’s been about five months now that he is consistently using Neurocognitive Training, and I notice a change in his focus and staying on task in school, play, and sports. Also, now his reading level is above grade.

At home too, he did not have any favorite game/activity and would not engage in any independent playing. Only tablets would engage him independently, but we would restrict them, so there was no solid source of recreation for him. He would read some books, but was not engaged in reading. He also seemed to lack interest or motivation for sports. He would not be able to follow the instructor’s/coach’s suggestions as well as other kids would. Otherwise, he was an emotionally well-adjusted kid. He loved to talk, was happy and cheerful, very inquisitive, and sharp in observations and memory.

It wasn’t until second grade that our suspicion of him having at least borderline ADHD was confirmed when his very attuned teacher began giving us very pointed feedback on his lack of focus, difficulty with attention, lack of reading stamina. Most important, as is evident in only attention deficit component of ADHD, she rightly pointed out that he was suffering these struggles silently in his mind, and it did not show up as disruptions in his behaviors (due to absence of hyperactivity component from ADHD). She also said that he was performing at grade level in school, but that his potential was much higher, and he was not performing to that level. This is where he is fortunate to have a teacher who really cares for him and is aware of his potential that was not being fully met. She could have let it go, because his behavior was good, he was not disruptive to his classmates, and was making it to grade level. However, she involved the school psychologist, and we all sat down to have a meeting. This is when I decided to invest in Neurocognitive Training, after doing a lot of research.

I was aware of neurofeedback, and it really sounded hopeful to me that Neurocognitive Training adds the cognitive training component that gives an edge, since it is not a generalized treatment as plain neurofeedback. I was cautiously hopeful that Neurocognitive Training would specifically help my son’s attention issues. In my work as a psychologist, I have seen many male patients who are bright, but have undiagnosed attention deficit (without hyperactivity) who have struggled in their careers and have been labeled as lazy and unmotivated. They do not realize that their struggles are due to the attention issues in the brain, and blame themselves for not reaching their potential, and end up getting depressed and feeling a sense of failure in life. I was fearful of that happening to my son, and I am out to nip this attention problem in the bud.

I began to see positive changes within a month. It’s hard to pinpoint the early change that I noticed, but we began to get concrete positive feedback from his teacher and his school psychologist. Actually, I have not disclosed to the teachers or anyone else about him using Neurocognitive Training. One day, I got a random email from the teacher saying that his attention has improved! This was without my asking. Also, now his reading level is above grade. Please note that this does not mean that Neurocognitive Training makes someone more intelligent – it’s just that he is now performing to his potential.

It’s been about five months now that he is consistently using Neurocognitive Training, and I notice a change in his focus and staying on task in school, play, and sports. He is more interested and able to engage in independent play. He seems overall sincere in his behavior and tasks and has stopped lying to get an easy way out. I understand now that all his previous behaviors that seemed to show that he was not interested or not sincere were related to his attention struggles. I think that he can make more progress on his focus, concentration, and motivation. I am hoping that the rest of the few months of Neurocognitive Training training will benefit him further. I am praying for him to reach his full potential.

If you are considering Neurocognitive Training, do not have any doubt. You would make the best investment for your child for their life. You would be saving a lot of trials and tribulations for yourself and your child. They would be saved from having to take medications. They would be saved from character change that would be brought about by a sense of failure, due to no fault of their own. You would have a better and easy relationship with your child.

The consistent use of Neurocognitive Training is very important for it’s success. You have to use it according to recommendations to see the success.

All the best in your child’s future!
Thank you!
– Robert’s proud mom


Impulsivity IssueEmmanuel 4th Grade (ADHD Impulsivity) || Victoria (Academic issue)

In August 2015, Emmanuel joined our Neurocognitive Training student group. He was starting 4th grade and diagnosed with ADHD. According to his Mom, Emmanuel was in trouble everyday in 3rd grade as he struggled with impulse control of outburst in the classroom. In addition to his impulsive behavior, he was experiencing trouble with reading and math.

The benefit of Neurocognitive Training for Emmanuel was evident almost immediately with the stopping of outbursts in the classroom in less than one month after starting Neurocognitive Training. His mother states she has not had a call or email from the teacher this year, which is amazing. Emmanuel says he has only had one warning and he is very happy to be in control of his volcano mouth.

Three months after starting Neurocognitive Training Emmanuel’s reading skills began to improve and he was able to achieve a reading score. His continued use of Neurocognitive Training has helped Emmanuel to sustain the length of his focus and concentration improving his overall academic performance. He is a real trooper and is very diligent in working on his education.

vicVictoria, an 8 year-old, third grader in Orange, CA, joined our academic tutoring program following the receipt of her report card for the first trimester. She was in need of Academic Intervention and at risk of retention. Victoria struggled with her working and spatial memory unable to retain from day-to-day what she was learning in the classroom. Learning was even more difficult for Victoria because she was unable to sustain her attentiveness, focus, and concentration.

Since November 2015, Victoria has been using Neurocognitive Training two times a week. Following each session, she receives educational coaching and skills development in reading and math. Victoria was able to concentrate and remember what she was learning using this approach after the second month on Neurocognitive Training at 75% level of consistency.

With the help of Neurocognitive Training Victoria was finally able to achieve the status of a Beginning Reader score with her scores continuing to climb with each testing after four months. Victoria is an outstanding student in our program and works very hard. Neurocognitive Training and Academic Tutoring will continue this summer, to fill gaps of what she has missed during second and third grade.

Victoria is a pleasure to work with and her growth is amazing to watch. She is much happier with herself and the world since she is able to read and remember things.

Thanks Victoria for your continued attention to hard job of learning – you are an amazing student.

Jo Ann Stoff, MA, CPC
Certified Professional Coach
Certified Autistic Specialist

Academic issue / focus Andy 5th Grade

My involvement with Neurocognitive Training began when my stepson Andy started having difficulties in elementary school. The school was concerned because Andy’s teachers were having trouble managing his behavior well enough to ensure that he and his peers were still able to successfully learn the material. As such, it was not a shock to us when our presence was requested at the school for a meeting to discuss our child’s education.

What was a shock was the fact that the entire focus of the meeting was getting our child put on some sort of medication, which had been prompted by an ADHD diagnosis by the school psychologist (along with an IQ that was only 4 points away from his being considered a genius). My wife and I did not want to put Andy on medication, so we looked into some alternatives. We found several, but by far the one that looked the most promising was Neurocognitive Training.

During this time Andy’s troubles at school were getting more and more serious, and his mother and I felt increasingly concerned that the school’s solutions weren’t helping him. They still seemed adamant about putting him on medication, and via some “rating scales” they performed without our consent, they made some determinations about Andy with which we strongly disagreed and they tried to compel him to start meeting with a psychiatrist. This culminated in a meeting in which we informed the administration that we were pulling Andy out of his current class and enrolling him in a charter school to finish up his last year of elementary school. We would then later enroll him back in the district’s middle school for a fresh start.

This entire time, my wife and I continued to do Neurocognitive Training with Andy, and he continued to make strong progress. My wife continued to do it with him into the summer as she worked to find him a good charter school in which to finish up his elementary education. Andy completed 5th grade through a very highly rated cyber school with his mom as his Learning Coach at home.

My wife chose this option because she wanted a chance to observe our child as he struggled with his work so that she could get even a small glimpse of what the school had constantly been reporting to us. She had no significant problems with Andy, so she began to wonder if perhaps the entire difficulty was that some teachers had been having difficulties keeping his interest in a larger, more distracting classroom. After all, Andy did have a few past teachers in the elementary school who had reported having no serious difficulties with him either.

By the end of 5th grade, Andy was doing so well with Neurocognitive Training that we had already begun decreasing the amount of time he was using it. Andy did not have a major backslide, which was our only potential concern with Neurocognitive Training when we first started. Instead, Andy finished up his 5th grade year by making the Distinguished Honor Roll and by graduating out of his Cub Scout pack as the most decorated out of a group of 35 scouts. Andy even won the Super Achiever award, which is earned by less than 5% of all scouts before they move on to Boy Scouts. When Andy received his Distinguished Honor Roll certificate, he smiled at me and asked if he could go with me to pick up his younger siblings at the elementary school. When I asked him why the sudden interest, he replied, “Because I want to show this to the principal.”

Andy is now reenrolled in our district’s middle school and is holding his head above water just fine, and I feel very comfortable saying that while Neurocognitive Training didn’t “cure” my child of ADHD, it did save him from possible stimulant dependence and/or a complete alteration of his personality. My wife and I both grew up with diagnosed attention challenges, and we were both afforded the opportunity to overcome our issues without taking medication as children, allowing us to grow into successful adults. We desperately wanted our child to be given the same chance.

My wife and I have now formed our own company called Catalyst Crossroads, and we are Certified Neurocognitive Training Providers. Our goal is to find every parent that wants the same chance for their child so that we can tell them what is often one of the most guarded secrets of the educational system: You have options.

Concentration / Figeting / ImpulsivityHari 9 year old

Hari first came to us as a shy 9 year old who had been struggling with grades lower than his potential and related to behavior issues. He found it hard to sit for long intervals of time or concentrate on boring subjects, and this often showed up in his school performance and records.

His mother says, “Hari had problems sitting in a particular place for a given period of time. He would have to be given repeated instruction to do a small task and would always want to do many things at the same time, not focusing on one. Due to his low concentration levels, his grades in school were also low. He would get frustrated easily and quarrel over small things. Hari also became stubborn and short tempered.”

Hari started using the Neurocognitive Training software in September, and it took him just few sessions to grasp the ‘meaning’ of attention while using the game. Once he understood this phenomenon, nothing could stop him!! He steadily started scoring above 80% in all games and was promoted to Intermediate levels in nearly all games within 4 months of training! His impulsivity, slouching, fidgeting and frowning were behaviors that were targeted one after another using the Behavior Scale and have been rectified.

Hari saw an increase in his ability to pay attention which really motivated him to keep trying harder. He saw his grades improve in school, remarks improve at home, and self confidence improve in himself.

Hari’s mother says, “Hari has improved significantly. His concentration has improved, which has further improved his grades at school. He concentrates on one task at a time and tries to give his all to it. His behaviors have improved drastically and I do not get many complaints now. He tries to settle things without fighting and has increased control over his anger. He listens to instructions easily now and isn’t stubborn.”

Hari has shown growth in the Neurocognitive Training software and is a role model for other kids when they see him at Advanced levels of two games! As a person, too, one can see him being more assured of himself and his skills. He takes on challenging nonstop sessions without a frown and manages to score well. His interest in school work and art has increased as he handpicks thing he wants to do during Academic Bridge.

Hari eagerly showed his final term results last month where each grade had leapt to a better one. He has been accepted into a better school for the next session that helps him use his strengths and weaknesses to his advantage! He has already impressed his teachers and made new friends! In Neurocognitive Training, too, he continues to have many more great days than average ones, and even after 8 months, Hari still comes in with as much enthusiasm as the boy I met in September.

Story submitted by:
Shambhavi Singh
CCAW New Delhi

A daydreamer in class / Concentration IssueRamya

I felt amazed the first time when I heard from Ramya’s teacher that she was doing great. I could see the happiness and confidence in Ramya, which made me happy for her.

Ramya always had problem concentrating on a task and staying focused for a considerable amount of time. I initially dismissed them thinking that it’s just a phase and will go away eventually. But as months went by it got worse. Ramya started having trouble with finishing her homework assignments on time. Even once she finished them after a long time, there would be several mistakes and incomplete problems. I had to remind Ramya to focus on the task several times, as she would be playing with her pencil or wandering off to do something else in-between. She was unable to sit and finish her meals in one place without out being reminded to sit still and eat.

Ramya’s grades started becoming low. The teacher told me that Ramya is a really smart and bright girl, but she does not finish her task on time and does not always listens to what the teacher says. When other kids in the class would assembly to say prayers and start the day, Ramya was missing consistently. She would take a really long time to finish up small tasks like putting her homework folder in right place, putting her coat away and joining her class to start the day. The teacher’s complaints about Ramya drove me crazy. It was very frustrating. Me and my husband finally decided to take Ramya to her pediatrician to get her evaluated. It was then we found out that she has ADHD. The doctor told us we could give her medicine to help her with these, but the pills have dangerous side effects like loss of appetite, high blood pressure, addiction etc.

I did not want to give her the pills. I was determined to find out something to help her, and I started searching the internet and ADHD forums for answers. Eventually I found out about Neurocognitive Training a program designed to help kids with focusing, distraction, attention and listening. Few months after beginning her program with Neurocognitive Training, to my surprise I began receiving calls from her teacher that Ramya was doing great. She is very attentive in class, focusing on her tasks and has exceeded expectations with respect to her grades. I think of Neurocognitive Training as a blessing in the right time for my daughter. We don’t know what we would have done without the Neurocognitive Training program.

Thanks & Regards,
Anuradha, Mother

Concentration || Academic AdvancementPablo 11 years old

Pablo was diagnosed with ADHD in 1st grade. We decided to put him on medication. Pablo’s teacher did not think the medication significantly improved his ability to focus, so we switched to a different, more powerful medication. He did pay more attention, but at the expense of his appetite and his personality. We were aware he was less playful than he had once been, but we accepted it as the price to pay to ensure academic survival. That is, until we met a wonderful doctor who specializes in non-medical treatment of ADHD who recommended that we consult a nutritional specialist to explore dietary causes of inattention and consider Neurocognitive Training as a tool to retrain the brain to focus. We discovered Pablo is allergic to gluten and dairy and radically changed his diet. We also started using Neurocognitive Training religiously. The results have been phenomenal: Pablo is now, at age 11, on a lower dose of medication than he was first put on at age 7; he has gained 10 pounds in 9 months; and his teacher describes him as both much easier to work with and much better integrated in the class than he was last year. The dietary changes and the time we have spent on Neurocognitive Training, about 20 hours so far, have definitely paid off. For the third week in a row, he has come home with a 100% on his spelling—on the pre-test no less!

“I listen to Mrs. Kobs [his teacher] better now.” – Pablo, age 11

Although using Neurocognitive Training requires commitment, what I like about it is that Pablo finds it enjoyable and effective. It was heart-warming to see him explain the program to a friend who is considering using it for her nephew and conclude his presentation with the statement, “I listen to Mrs. Kobs [his teacher] better now.” I am pleased to have found a way to treat ADHD that addresses its causes instead of merely temporarily masking its symptoms. For our family, Neurocognitive Training is an essential component of a holistic approach to ADHD.

Submitted by:
Paola, Mother of Neurocognitive Training Star Student,Pablo

Concentration / FidgetKeara 10 years old

I purchased the Neurocognitive Training software three months ago for my 10 year old daughter, Keara. She has had a lot of challenges with attention, focus, memory, comprehension and communication since she was very young.

When Keara first started using the Neurocognitive Training software, she was frustrated, fidgeted a lot, and complained that the games were too long. I created a sticker chart, and for every game she completed she earned some stickers. The better her score on each game, the more stickers she got. Keara loves the TY Beanie Boo stuffed animals, so we agreed on how many stickers she had to earn for me to buy her a new one. This approach really helped to motivate Keara to keep playing the games at the beginning.

She preferred to play only two games a day, which took about 10 minutes. To complete the recommended hour of games per week, I got Keara to play two games, six days a week. At first it was a huge challenge to get her to play the games this often. The first few weeks were the toughest, but thankfully the stickers and the extra treats I offered some days made a difference. After the first month, Keara got used to playing the games nearly every day.

I am so thankful that I persevered because Keara has made huge progress since she started three months ago. She has already moved from the beginner to the intermediate level on six of the eight games that I purchased – attention stamina, auditory processing, discriminatory processing, short term memory, social skills, time on task, visual tracking and working memory. Keara’s constant fidgeting stopped within the first month because the software helped her understand that she stopped focusing as soon as she started fidgeting. She even stopped biting her nails because she realized that was another form of fidgeting that made it very difficult for her to focus. I’ve tried to get her to stop biting her nails for years with no success, so I was so happy to see such a dramatic change in such a short period of time.

Keara just moved to the advanced level of the attention stamina game and is already doing very well. She only recently moved to the intermediate level on the time on task game, and is already achieving an average of 88%-92% attention score. For the short term memory game, she struggled to remember sequences of three at the beginning. Now she is doing very well with sequences of five, and is rapidly improving on sequences of six. For the auditory processing game, she had a lot of trouble at the beginning because one of her big challenges is listening to an instruction and then remembering what to do. Last week, after working on the game for the last few months. she moved to the intermediate level. For the visual tracking game, Keara had trouble completing sequences of three to four at the beginning, and now successfully completes sequences of eight to nine. She moved up to the intermediate level of the game a couple of weeks ago. For the working memory game, Keara had a big challenge remembering where the monsters were hidden. In less than two months, she improved enough to move to the intermediate level. For the discriminatory processing and social skills games, I expect Keara to move to the intermediate level n the next couple of weeks.

I have noticed a big difference in how Keara focuses on her homework, and in what she is able to remember and understand. I have no doubt that a big part of her improvement is from what she has learned from the Neurocognitive Training software. For anyone who has a child with ADHD, I would highly recommend the software. A special thanks to the Neurocognitive Training team for such a great product!

~ Carol, proud mother of Keara

ADHD + Mild learning disabilityAvi 5th grade

Avi was always very active and busy as a young kid. He also seemed to have trouble learning letters in preschool. When Avi switched to a new school in kindergarten, his teacher noted that Avi could benefit from some of the services provided by the school. By the time Avi was 8, we had our official ADHD diagnosis with some mild learning disabilities. After trying numerous medicines as well as neurofeedback, acupuncture, etc, we finally arrived at a medicine that kept Avi calm and allowed for some focusing. However, he still needed additional help focusing. Fast forward to fifth grade. One of Avi’s teachers was aware of Neurocognitive Training since her brother is a principal at a private school in Florida that uses the program.

The teacher introduced the program to another teacher at the school who got enthusiastic and brought the administrator of the program from Florida to New Jersey to demonstrate it to a group of parents.

We signed up for the program in which the teacher would administer it twice/week at our home. After a few months, I noticed one morning that I came downstairs and Avi was reading a book. This was highly unusual considering his struggle of learning to read with some mild dyslexia. I attributed it to the Neurocognitive Training.

Now, one thing they tell you about being successful with Neurocognitive Training is that you need consistency. And unfortunately, we traveled over the summer and our teacher who was administering the program was dating and got engaged and it soon became clear that we didn’t have the consistency we needed to progress. I decided to take the plunge and buy the program considering we have other children who could benefit as well.

It was one of the best, if not the best, investment for our son. When the teacher came to administrate it, it was noisy in the house and there were always distractions. After we bought the program, Avi and I found that if he did 10 minutes in the morning before school, when his siblings were asleep, we would have quiet and we could be consistent. Within a few months, his scores improved dramatically. I offered him incentive. If he got to the intermediate level for all 5 games, he could get an ipod. Within 6 months, he accomplished the goal. His ability to sit and do homework improved. I can sit with him for 20 minutes or more doing homework, when previously he would be up and about after 5 minutes, requiring constant redirection. We had recent setbacks due to sleepaway camp and other commitments, but we are staying with the program till the end because that is one of the skills

ADHD Kids (Secondary)

Academic issuesFatima teenager

I would like to share my experiences as a program manager using Neurocognitive Training with one of the teenagers that came to my clinic.

As an ADD kid, Fatima was failing ten subjects in her senior year of high school, which was a bilingual private catholic school with small class groups. In El Salvador, bilingual schools are required to run the programs in both English and in Spanish in some areas, and because of this, children often feel a heavy load on their shoulders. Fatima had failed to pass Math and was having several problems coping with other subjects. Her parents asked for help, since Fatima’s last report card showed that she was underachieving in nine additional subjects and was jeopardizing her high school graduation.

The Neurocognitive Training program enabled her to increase her attention span and improve her cognitive skills enough to complete academic tasks necessary to raise her grades. She was eventually able to score a previously unseen 70 in Math, and even higher in her other subjects. Fatima has sustained these higher grades since January, making her parents and school teachers very proud. They have commented multiple times on Fatima’s effort and academic achievements. She was glowing when asked about the night of the prom, which she now has the grades to attend. Her attitude towards academic achievement has completely changed, and Fatima is looking forward to enrolling in college soon.

Dora Beatriz de Sol
Director of C.H.I.L.D.

Concentration / HW struggle TantrumsDaughter 8th Grade

Our daughter began to struggle with school for the first time when she entered middle school in the 6th Grade; some children do not cope well handling the many changes that come with this transition. She lost her ability to focus long enough to complete the majority of her homework, unless it was art or another class she loved: she would work on these assignments for way too long, using up any precious time that could be used for needed work elsewhere.

Math, science, and English were on the “panic” list. She was too overwhelmed much of the time to deal with these on her own. Helping her in school suddenly became like a part-time job for me. I would find her lying on the floor doing nothing, or breaking down in tears or screaming rather than dealing with what she needed to do. Nothing motivated her. She often couldn’t tell me when the assignments were due, or sometimes what the exact assignments even were. I was constantly emailing teachers trying to find out what was going on. I wondered if I needed to put her in a special school–but what kind? She was slipping through the cracks.

I finally became aware of accommodations and sprinted down that path. I got her into therapy. This was all a wonderful help and kept us afloat, but something was still missing. None of this was changing her ability to focus on getting her homework done.

I read articles about neurofeedback–the last thing I could think of to try adding to our ADD concoction. It sounded promising and I especially liked the fact that Neurocognitive Training had an armband that could provide feedback even while doing homework or practicing an instrument.

We purchased Neurocognitive Training in May of 2019, at the end of her eighth-grade year. I wished I had found it sooner, but there was nothing to be lost by getting started (except money and time if it didn’t work) and much to be gained for her future success, and my sanity, if it did work.

There have been many battles along the Neurocognitive Training path because she is stubborn and doesn’t want to do it. It has been 18 months since we started and we are nearly finished. While perhaps our pace has been a little slow, her progress in school cannot be denied.

I met with the appropriate personnel at the high school to get her accommodations in place at the beginning of this new school year. I had no idea what to expect with starting high school but I was prepared for the worst.

Much to my surprise and relief, she is now enjoying a successful first year in high school. She is half-way through the second term and we haven’t once had to ask for any of her accommodations. The tantrums have stopped. It is much easier for her to get back on task now if she is reminded that a break has gone on for too long. I noticed she currently has an F in one class. When I asked how I can help, she said, “I know what to do and I am going to email my teacher.” She has the ability and desire to solve her own problem–before she was too overwhelmed and I needed to step in. She had straight A’s first term without much effort on my part; it seems nothing short of a miracle.

The best part of all is our broken relationship is beginning to flourish again as Mom and daughter; she will actually talk to me now when she doesn’t even have to.

There will surely be more ups and downs but now the ups consistently out-number the downs. Thank you Neurocognitive Training for helping to make this possible.

Note from mom: I am glad you enjoyed reading our experience; you can surely appreciate how ADD can tear loving, patient parents and frustrated, overwhelmed children apart in the daily battles. I am so grateful that Neurocognitive Training has played such a huge role in my getting my relationship back with my daughter; that was not on my radar as an outcome.

Concentration + Elite SwimmerJasmine

Athletic, creative, dynamic, charming; yet discouraged, unfocused and crest-fallen – she came into my office 4 years earlier, fearful she wouldn’t be able to obtain the 2.0 GPA needed to try out for team sports. Even worse, if she couldn’t compete in sports, then why bother with school? Sports were the only success she knew.

When I asked Jasmine about her grades, she responded “well I got a ‘C’,” lowering her head when asked if the “C” was the good or bad news. Next, I asked, “So what are you good at?” Lighting up like a Christmas tree, she responded “Swimming! I want to be an Olympian. No one can catch me in the water, I swim like a dolphin.”

While she dreaded school, she was willing to do anything that would enable her to back get in the pool again.

Jasmine did not want to re-experience last year. Athletically, she was on top of the world… medaling at several highly competitive swimming meets. Academically, the world was on top of her…beleaguered with low grades, discipline problems, and missing homework assignments. Because of the latter, her mother and her school officials forbade her from going out for any sporting events this upcoming year. Instead, they told her to study harder.

For Jasmine, it was the worst of both worlds.

Just when she thought things could not get any worse, they did. Her parents enrolled her in a popular motivational tutoring program, which promised better study skills, better organizational skills and better grades. Although she didn’t like it, this was her only ticket to the pool.

After six long months, her grades still had not improved and she was again prevented from swimming. Discouraged and defeated, her confidence shrank even further. Jasmine went from someone who made academic mistakes, to feeling like she was a mistake.

“Something has to give,” her parents told me during the intake meeting. “We are losing her. We have tried everything and don’t have a clue about how to help our daughter.”

Upon completing an assessment, we realized Jasmine did not have a motivational or a study problem. Jasmine had ADHD, attention deficit hyperactive disorder. Following her diagnosis, we put together a treatment plan that addressed both her short-term and long-term needs. To meet her short-term attention needs, a physician prescribed medications to help her focus. To meet her long-term attention needs, we placed her on “Neurocognitive Training,” a computer-based attention training system that has been educationally proven to help individuals with ADHD develop their ability to focus and reduce impulsivity. We also included an agreement that she could try out for the swimming team, as long as she met agreed upon Neurocognitive Training behavioral and academic milestones.

Twelve months later, Jasmine had achieved all of her milestones, was elected to the Dean’s List (which she remained on through graduation) and was taken off medications. She also did so well in the pool that she qualified for a highly selective swimming team.

As I spoke with her parents during her graduation, they were exceedingly appreciative of our work together. Especially as it relates to Neurocognitive Training. In addition, they were ecstatic about the prospect of cheering her on as she will be swimming at the collegiate level this coming year. While we all hope she realizes her goal of becoming an Olympian, we are completely satisfied that she achieved the grades and ACT scores to qualify her for a full swimming scholarship – and has learned to succeed both inside and outside of the pool.

Four years later, it was awesome to be able attend her graduation, and watch her prepare to start college on a full scholarship in swimming at an elite college.

Submitted by Shane K. Perrault, PhD
ADHD Performance Center

Autism + ADHD + tic disorder Julie C. Jordan, 12 year old

Jordan C 2
“Your child is mentally retarded!”

“He is smart but lacks focus, he is all over the place.”

“We would love to help but can’t.”

“I am not sure that I am treating the right thing, I think something is happening neurologically, he needs further testing before we can continue therapy!”

“I don’t think he belongs at this school, you need to find somewhere else for him.”

These are just a few of the comments that I have had to endure as a parent for a son who is loving, intelligent and different. My son Jordan will soon be 12 years old. It is believed that he is on the Autism spectrum (tested), he has a tic disorder and ADHD as his extra super-power. So, what is a parent to do! After his ADHD diagnosis, we thought that once we could get the focus under control, there would be improvements in other areas, and we tried a number of avenues. This little boy has been through the works all kinds of tests, all kinds of therapies-behavioral, occupational, etc. The skills learned in therapy were not being transferred into his daily living, and that was a concern for me.

One day I came across ADDitude Mag online and an ad for Neurocognitive Training. This ad invited me to set up a one-on-one consultation. I must admit I was a bit skeptical at first because of all the stories you hear about stuff online! Despite that, I was determined to give it a try so I set up the appointment! The 1 hr session ran a bit longer. and I am grateful to Lizaan. She was really patient with me as I riddled her with questions. The more I saw the promise of what was offered, the more amazed I was at the possibilities for Jordan. The thing that impressed me the most was that this program actually represented what it felt like to focus and the visual representation was awesome! I could now say to Jordan, “It does not look like you are paying attention or playing attention!” He found that amusing!

This started another conversation that we needed to have…That conversation was. “The same way you focus on Neurocognitive Training, you need to do that when you are in your class.”

We definitely started to see an improvement after a few short weeks. The aide that went to school with him noticed it in the classroom. I noticed it at home when he is doing homework! He is excited to purchase his rewards when he earns enough points!

I am glad that we invested in this system and can’t wait to spread the word! We are still a work in progress but who isn’t….

Thank you, Neurocognitive Training, for helping us to train his Superpower for the good of Jordan!

-Julie C. Jordan’s Mom

Adult ADHD

Adult ADHD'er with Anxiety & Distraction issue (help with work / studies and personal well-being)Michael

I would be glad to share a personal story with Neurocognitive Training!

In about four months, Neurocognitive Training has become something that has been very helpful to my work, my studies, and my personal well-being above all! Training two to three days a week for about 60-80 minutes per week has taught me not only how to focus my attention but to be more aware of my state of mind. I have been and still am the kind of person who gets frustrated easily when things go wrong – something that is part of life and the human condition. Training continues to help me to become aware of my state of mind – when I’m relaxed or stressed, awake or tired, disciplined or scatterbrained – and that helps me to decide what to do with myself. There have been days where I pushed myself through to the end when I didn’t think I could make it. There have also been days where I realized I really needed to relax and give myself time to recover.

I was skeptical about the effectiveness of training, but what changed my mind was the exercises themselves. They are really well designed and focused around developing particular areas of attention. I used to think my problem was listening to people due to some auditory processing disorder. After training for four months, I was surprised to discover that I am more distractible than I thought. With that information, I make more of an effort to filter out distractions at school and in the office than I would have. Since I now know that my ability to listen to people isn’t what I needed to work on. (To clarify, I’ve been tested for ADD and though I have some symptoms I have not been diagnosed with the condition).

If you are considering purchasing the Neurocognitive Training hardware and software and concerned about the price, I completely understand where you are coming from. I was also worried about making the investment in time and especially money. I waited until the time was right and decided to do it. I knew there would be days I didn’t want to train, and I still allow myself to rest when I need to. But I treat this as exercise for my mind. I’m pleased with the results and I think you will be too. Just make sure you are ready to commit to this. It works really well if you do.

– Michael, Another Successful Neurocognitive Training Adult Client

Adult ADHD'er with trouble Concentrating, Stay on Task and ImpulsivitySteve

All my life I have had the symptoms of ADHD. Issues like not being able to stay on task, difficulty completing things, trouble paying and sustaining attention to details, procrastination, disorganized activity structure, (living life like a game of pinball), forgetfulness, impulsivity, easily distracted by basically anything. Though I liked the attention of being the class clown in school, I had difficulty with following the rules in social situations and staying on track with current conversations. I have experimented with drugs in the hope that they would make me feel calmer and more “normal”, but no pharmaceutical on or off the market worked for me, and I wasted a ton of time and money. Because of this, I suspect that my body metabolizes things differently from other people. Drugs aside, I went to counseling and found it to be beneficial and insightful, but it did not address the impulsivity and lack of focus that perseveres in my life. It was very frustrating. I am good at and enjoy video games, but I realize that they are just a black hole to waste your life away if you are not careful. I seem to be intelligent, yet life feels to me like having a race car without the engine properly tuned.

I have gone through many occupations because it was hard to find a job that was both challenging and the right “fit” for me. They ranged from being a printer on a 50’ printing press, to a computer technician, to a HVAC technician, to a customer service representative for a gutter company, to name a few. I never felt like I did not know how to do something; it’s just that none of these vocations could hold my focus.

When I heard about Neurocognitive Training, I was very excited at the possibility that this program could help resolve the mental chatter that I had lived with for so long. I wish I had heard of Neurocognitive Training sooner. The Neurocognitive Training system has helped me in many ways with many aspects of my life. It has helped me slow down mentally to think about what I say and do before I respond to the environment around me at any given time. I feel Neurocognitive Training allows me to train myself to absorb more of the information coming in before I react to it. This gives me the ability to have increased social skills, better memory, and more control and appreciation of what life has to offer. My ability to “focus” in on what I am currently doing, allows me to do a better job at what I do. Thus, making life better, this is a good thing.

What I like about Neurocognitive Training is:

The Neurocognitive Training system gives me the ability to improve my life. It gives me positive feedback in real time. While playing the games it constantly challenges me to do my best while not being too easy or too hard. This is their Sheer Genius™ Technology, as they call it, in action.

They have many different exercises, so I can work on various skill sets without getting bored or burned out. The system keeps track of my progress and pushes me to do better. I have a personal lifetime coach at Neurocognitive Training assigned to guide me / assist me in my goals, all this is included with the basic system.

The wireless Body Wave arm band makes the connection between the user and my home / laptop computer. This flexibility allows me to be totally relaxed while using the system. I can use Neurocognitive Training at home or on the road.

Neurocognitive Training has really helped me with my memory issues, as well as my ability to focus in general.

There are many other benefits that I appreciate about Neurocognitive Training… but this letter is long enough. I suggest you check out their website and give them a call if you, or a member of your family is challenged with ADD issues.

I can firmly state that Neurocognitive Training as a company stands behind their product with customer service and excellent follow through to make sure the customer gets the most out of the product. Lifetime technical, educational and family support is included with the product – and I’ve made use of it all at no charge. The highly educated staff has always cheerfully answered any question I have had. They are constantly working on improving the system so that I can get the most from my system now and on down the road. They have offered several new games to keep the program fresh and offer new tools to improve different areas that I can improve on.

I like a company that keeps getting better. I have always believed in customer feedback. If a company could do better, they need to hear about it. If they are doing well, like Neurocognitive Training, they need to hear about it, too. I share my feelings with as many people as I can about the great job they are doing.

My only regret is that I did not find out about Neurocognitive Training sooner. I have lived my life challenged by my ADHD issues. Now, I have a tool that gives me immediate positive feedback so that I can and do train myself weekly to live my life with less stress and be a better person. My wife and I have noticed a significant change in my behavior and attitude in life for the better. People with ADD / ADHD are intelligent fun-loving people that have some challenges. I am glad I have found a system that helps me address more of the challenging aspects of my life. I highly recommend it for any young adult or adult.


Adult ADHD'er with Short Attention Span & Low EnergyBenjamin - 27 year old

Because of my lack of energy, I often passed up opportunities to do activities with my friends, and I was terrified to pursue academics because they were simply too mentally demanding. I did not feel like a kid, I felt like a failure.

As an adult, I struggled so hard to focus for even a short amount of time on what someone was saying. Receiving simple instructions from my boss was like being given a puzzle to solve. And my energy level would drop off almost as soon as I began work because of the cognitive stress of the tasks I was doing.

Neurocognitive Training has exceeded my expectations. When I first began Neurocognitive Training, I would become exhausted after playing a session. It was such a drain that I began to play before going to bed so I could sleep afterward. But it’s becoming less and less of a drain. It actually helps me focus afterwards. It is like practicing mindfulness which I have also found to be very helpful for my ADD brain.

After using Neurocognitive Training for a couple of months, I noticed measurable improvements in my energy and the length of time I could focus. I felt confident enough to lead a group of high school freshmen at Winter Camp. And now, just four months later, I continue to see encouraging improvements!

At work I am now able to ignore background noises like music or loud voices and focus on my clients. And I can maintain that level of focus for much longer periods of time. Not only that, but I am enrolled at a university in pursuit of a Bachelor’s degree that I had given up hope that I could attain.

Neurocognitive Training has given me the confidence that I need to live productively and to not only survive but to thrive in a challenging work environment.
Lastly, I want to give credit to Neurocognitive Training support. Mike, my Neurocognitive Training support person, has gone above and beyond my expectations. He’s always available to guide me through the Neurocognitive Training learning process.

Give Neurocognitive Training a try. You won’t regret it!

– Benjamin E

Adult ADHD'er going back to college40 years old

I purchased Neurocognitive Training back in 2007 after doing some extensive research online for possible things, that could help with my focusing problems at work and elsewhere. Like many adults with ADD, I wasn’t officially diagnosed until I was in my late 40’s. As a teflon fabrication specialist for my company I needed something to keep me focused on the task at hand to improve my efficiency and speed, as many of the products I built were time sensitive.

Part of my decision to purchase Neurocognitive Training is the lifetime technical, and educational support they give as part of the package. It’s a good thing too, since being a single adult with ADD, I’ve started and stopped playing the games several times over the years since my purchase. I’d often try to get back into using the games, because I did improve my focus from the small amount of time I spent playing them. However, it wasn’t until I decided to change carriers by going back to college last year that I started to play the games regularly using the amount of time Neurocognitive Training recommends weekly to see improvement in attention.

I’ve begun to master some of the games, and the regular practice has helped in keeping me focused while studying. I’m now beginning to use the academic bridge during study, and it’s also proving to be a very useful tool.

Over the 7 years I’ve owned Neurocognitive Training, I’ve called technical support many times. They’ve always been happy to help solve any of the issues that I’ve experienced with their software and hardware, and they’ve stayed on the phone with me until the issues have been resolved at their cost. Any questions about the games I’m playing have been answered by the customer service representative personally assigned to me. The friendly support alone, that I’ve gotten for 7 years, has been worth my investment in Neurocognitive Training’s products.

If you’re an adult with ADD, it’s never too late to make changes in your life for the better. Neurocognitive Training has been a great stepping stone in my self improvement plan, and it can be for you too.

Thank you Neurocognitive Training!


Adult ADHD'er with issues in Memory & Task CompletionJessica 36 years old

Happy dentistiry coworkers smiling standing in line Portrait of stomatology team in dental reception with arms crossed looking at camera wearing uniform.

Hi, My name is Jessica. I’m 36, and I was diagnosed 4 years ago with Adult ADHD.

My memory was shot. I’d struggle to remember my cousins’ names.

I can hold down a job only with 4 – 5 alarms set in intervals to make sure I stick to time and leave on time with another set 10mins before entering work in case I got sidetracked in the process of leaving my car to walking in!

When I first started the Neurocognitive Training I couldn’t even do 2 mins on the Attention Stamina game without extreme nausea as I wear contacts. My Coach Mike encouraged me to wear my glasses instead. We thought the nausea was from my brain overworking trying to focus, and now a few months on, I can finally complete a entire game in my contacts. (I had no nausea in my glasses).
I have seen big improvements in everyday life.

Yes the games seem simple, but to an ADHDer, when your actually trying to do it its so much harder than it looks. It does look like its made for kids, and it looks easy, but honestly it works and it works well for adults too.

I have seen that I’m not as impatient, and I don’t get irritated by as many things now with help of the Discriminatory Processing game.

Now I have reached advanced level of short term memory of approximately 8-9 items in a row. Upon starting, I’d struggle with four or more in a sequence. I’d also struggle mid sentence to remember what I was talking about or the point I was trying to make. This led to very embarrassing complete mind blanks. Now this is improving and with use of the Neurocognitive Training games, and I’m looking at being able to reduce my medication.

I strongly encourage anyone to give it a try and stick to it. I really does help in so many ways I can’t list them all here. Thank you Neurocognitive Training you’ve really made a difference in my life.

Behavourial Issue

Transformational change for a kid with Behavioural Issue, Impulsivity & Developmental DelaySam 12 years old

When trying to write down the success story of my 12-year-old son Sam, I really didn’t know where to start! Our road was so bumpy… from horrible temper tantrums to an almost nil communication stage, then onto speech therapy for 3 years, after which at around 7 years of age he started some verbal communication, though that was not so appropriate and not really a two-way thing. Then there was the school phase, where his impulsivity used to push him to say things which he didn’t know the meaning himself. These events of impulsiveness caused an unstoppable sequence of punishments at school, from sitting in the office during break almost every other day, to being banned from playing sports.

Every other day he used to come home from school with increasingly broken self-esteem. People were not ready to understand the impulsive nature of his brain. Instead, they just put labels on him. The last year of school was horrible for him, and maybe even more so for me.

While attending some webinars, I came across Neurocognitive Training. I did some research on my own and tried to take a chance. I really can’t believe what it just did for my son!!! It’s a magical thing in 2019 which happened to my family! We started on June 10th doing 30-minute sessions twice a week, strictly following all the coach rules. We started seeing a change in behavior after 6 weeks! He was acting more mature, thinking before saying or acting, and his impulsive behavior was about 80% under control. Most importantly, his conversation was consistent, relevant, and two-way! Because of that, he started making some friends and playing games with them.

I still can’t believe it!!! Last week he is officially off from 98% of his labels, (in a proper mental health examination by a pediatric psychiatrist).

His doctors were amazed to see him. They kept 2% of his labels so that, he could get supportive things at school for another year.

We are continuing Neurocognitive Training with more faith now.

I have one message for parents of struggling children: the journey is tough, but perseverance is key. Never, ever compromise on the self-esteem of your kids! They all have hidden talents and they are more sensitive than other people. I would definitely suggest Neurocognitive Training, along with your other efforts.

A Brilliant kid with Disruptive classroom behaviour, impulsivity and have problem with homework completionBrody


Joyce Bowen’s son Brody always seemed to be on the go. Even as a baby, he seldom slept for more than five hours a day, and his rambunctiousness only grew as he got older. Soon, Joyce felt as if she were spending more time disciplining Brody than playing with him.

When Brody was old enough to go to school, Joyce began to receive telephone calls from his teachers. Brody was being disruptive, and he just couldn’t sit still in class. On one occasion, Joyce was informed that her son had hit a fellow student.

In addition, Brody’s grades were consistently low, but it wasn’t because of intelligence.

“He’s such a bright child,” one teacher confessed to Janice, “Smart as a whip! It’s just that he doesn’t finish anything. Sometimes he doesn’t even bring his assignments back, almost as if he forgot.”

These difficulties followed Brody home, simple homework assignments taking hours to complete even with Joyce doing her best to help and encourage. Even everyday chores were a challenge, for Joyce would have to remind Brody to put his sneakers away at least three times a day.

Frustrated but determined, Joyce began searching the Internet for answers, eventually discovering a unique program that could help teach Brody to focus better and learn the skills he needed to be successful at school.

What she found, was Neurocognitive Training;.

Neurocognitive Training uses special games that don’t require a joystick to play, instead working on brainpower. When a person concentrates, certain brainwaves are produced that indicate that they’re paying attention. The sensors inside the special Neurocognitive Training helmet read these brainwaves and use them to develop better concentration and focus.

Inspired by the same technology NASA uses to train their astronauts, Neurocognitive Training builds skill sets that are vital to everyday activities- from staying organized, to filtering out distractions, to listening more attentively in class.

After working with Neurocognitive Training for a few months, Brody began to finish his homework without a fight; what used to take hours was done in 10 minutes! Joyce continued to receive calls from Brody’s teachers, but this time they were full of praise rather than concern.

Nowadays, Joyce looks back fondly on the beginning of her Neurocognitive Training program.

“I cried the first time Brody and I sat down and read a book together with out a fuss,” she recalls, “Brody snuggled up to me and smiled, and I saw in him the happy, successful child I always hoped he could be.”

ADHD + ODD / Use bully protection to avoid the pain of academic failurePeter 7th Grade 13 year old

Pat and Jerry have been seeking outside support for their son, Peter, since he began the educational system. With a diagnosis of ADHD and learning challenges in 2nd grade and oppositional defiance by 7th grade, school became a perfect place for Peter to use his bully protection to avoid the pain of academic failure. In other words, if he got into trouble with his behavior, others might not notice that he had no idea what was being asked of him academically or socially. Peter bullied others to avoid feeling discarded. “I like my anger, because others won’t mess with me.”

Peter’s parents were strongly committed to doing whatever they could to help Peter feel better about himself. Education was easy for them and their older daughter, so they did what they knew best, work hard to increase his academic skills and he will feel better about himself. The harder the work the more his behavior spiraled down. So Peter and his parent’s began seeking outside support at an early age; outside testing, reading programs, tutoring programs, swimming and karate programs…yet the further along he progressed in the school system the less he believed in his ability to succeed. A high spirited student prefers to act out in school than to have his academic challenges be discovered, especially by peers.

Peter tried to bully his parents so “they would not send me away”.
When Peter and his parents came to Feeling Whole Counseling Services at age 13, (grade 7) his reading skills ranged from 2nd to 4th grade level. He was personally escorted to and from class to avoid problems in the unstructured time. At home Peter lost more privileges than his parents could keep track of, and our receptionist was assigned the job of keeping Peter from invading other’s personal space in the waiting room. Peter tried to bully his parents so “they would not send me away”. He seemed a perfect fit for Neurocognitive Training’s key elements: attention stamina, cognitive skill building, and especially behavioral shaping.

Peter’s parents were once again willing to try another program. We began the Neurocognitive Training program in the spring before high school, one day a week. Peter was assigned placement in the self contained behavior classroom in high school after more bullying behavior in summer school.

“Don’t try to believe in me, it won’t work!”
High school was a big adjustment for a “tough guy” who did not get along with others. Despite his challenging attitude both of Peter’s parents always came to the office for his sessions, which in therapy is unique. This gave us the opportunity to have Peter share his progress with them after each session. This was very hard for Peter to do; he was used to negative not positive attention. Beginner “on task” percentages ranged in the low 40%’s. Even minor noise distracted him and he would lose focus; the pencil sound of my writing notes, the air conditioner clicking on, the calming water fountain. It was becoming clearer why focus was so impossible for him in the classroom. No one was aware of how disruptive noise was to Peter’s concentration until the Neurocognitive Training program. The program is designed to encourage while building on successes and limiting frustrations. Peter was often prompted by me to believe in himself, to which he would respond empathetically, “Don’t try to believe in me, it won’t work!”

After his summer school experience, we shifted the Neurocognitive Training program to 2 times a week as recommended. This is where the growth began. Peter was experiencing some of his first successful scores in all of his school years. He was excited to do well and would even request to redo games to get an even higher attention score or to just experience that good feeling again.

During freshman year, notes were sent to his teachers about his progress and the valuable self awareness questions that came from the “Log Out”; “what did you learn and what are you proud of.” At school meetings, we would print the graphs of progress in all five focus areas. It was often the only area that was showing progress in that first year. Until we began to hear at meeting s that Peter’s attention was improving. Peter’s high school Behavior Classroom teacher, Mr. Joe C., was supportive of acknowledging Peter’s growth in Neurocognitive Training. The greatest success involves support from multiple areas; parents, school, outside support and Play attention allowed Peter to see a direct correlation between his efforts and his progress for the first time in his life. By the middle of his second year in high school Peter was completing Neurocognitive Training and was being graduated out of the self contained behavior classroom.

“I am ready to work a job this summer!”
Successful completion of the program, found Peter getting 80-100% on task scores on all games. Recent MAP scores (Measures of Academic Progress) showed increase in reading comprehension by 10 points, essay composition by 18 points, math reasoning by 14 points and math operations by 17 points. Comments from recent school review (IEP) Peter is less impulsive, has had no discipline referrals for 3 semesters (1 ½ school years), fits in with peers, has developed friendships, is respectful in group interactions and with staff, “everything has been on an upturn!” His case manager, Mr C. said, “Peter has shown great improvement in his ability and willingness to appropriately interact with others. Over time, he has allowed others the privilege to get to know the real Peter rather than the lesser person he portrayed himself to be. He has grown to appreciate and have faith in himself, which has allowed others to do so as well. You have made a great impact on Peter and he is better for it.”

And the best comments were what Peter had to say about himself; “I am controlling myself better, talking and interacting in class more and getting along with peers better too, I am ready to work a job this summer!”

Peter now uses Neurocognitive Training on rare occasions to remind him of his success. The program states that the results are permanent if you complete the whole program, well that is for real. For the past year and a half, whenever Peter used the program for reassurance, he excelled! His time on task remains in the 80-100% range. He has maintained the brain muscles (expanded neural networks) that he worked hard to build up. Peter is reminded by me that he was worth believing in! He no longer disagrees with me, but just smiles with pride.

Respectfully Submitted,

Gay Russell, LCSW

Shawn with major conduct grade improvement.Shawn 10 year old 4th grade

My name is Shawn, and I’m a 10 year old boy in the 4th grade. I started the Neurocognitive Training program in July 2013, and I have completed over 40 hours of play time. Prior to Neurocognitive Training my conduct grades at school would indicate I needed improvement. I would also talk a lot and play with pencils and erasers in my desk. My academic grades have always been very high, mostly As with a couple of Bs, so my parents felt that some of my inattention could be a result of boredom.

My mom and dad were looking for alternatives to medications, since they felt that was not the best solution for me. When a friend suggested Neurocognitive Training, they decided that the investment in the cost of the program would be money well spent if it meant that I didn’t take medication with all the possible negative side-affects and was able to learn lifelong skills to help me increase my ability to pay attention, especially in academic subjects that were not interesting to me.

Since I have been doing Neurocognitive Training my conduct grade has been 90%! I also feel good because teachers don’t have to correct me as much and ask me to stop talking. I’m also becoming a better soccer player because I’m able to focus on my skills and listen better to my coach. I also enjoy reading more, and I can run faster because I’m focused on my speed, I can run a mile in 6:57 minutes!

– Success story submitted by Shawn & mom

Peak Performance Training

Excelling in iGCSE and GCSE examsMax 16 years old

My name is Max, and I first played Neurocognitive Training when I was 16 years old. I am one who has to concentrate hard to study for my iGCSE [Cambridge International Examinations] and GCSE exams [General Certificate of Secondary Education]. It had not been easy, as I have to study 8 subjects. I changed from a US school system to a British system 3 years ago.

My parents wanted me to learn to focus and concentrate better, so they bought Neurocognitive Training to help me. My mum found Neurocognitive Training on the internet. I think working with Neurocognitive Training has helped, as I was easily distracted in the past. My dad was guiding me whenever I played Neurocognitive Training. When I worked on an exercise with Neurocognitive Training, I sometimes got frustrated because the object did not move according to my focus. So I have to restart the game and the second time it was usually better. I feel happier when I scored good points from the Neurocognitive Training games. It made me feel more confident.

Dad SonMy mum helped me work better with my homework, and a few months before my exams, she made sure I worked with my Neurocognitive Training games.

Additional Note from Max’s father: We are pleased to inform you that Max has scored some good results for his iGCSE. We got his results this week. It has been a tough time in the run up to his exams. Overall I am pleased to say that he did much better than my expectation.

Aim for passing Gifted TestMax 11 years old

Play attention helped my son Max (age 11) to improve his short-term memory and processing speed — the two important characteristics that kept him from from passing the gifted test. In spite of the the general opinion that short-term memory is something given and inherited, I was looking for ways to work on it. It was our goal to get Max into the gifted program at school.

I was lucky to find Neurocognitive Training and its variety of games that help kids to get focused, stay focused and ignore distractions. Me and Max decided to give it a try and started working 3-4 times a week. At first it was difficult to keep the routine and it seemed that there were no changes. But slowly Max started noticing that it became easier for him to remember things and do mental math problems at school. In four months Max got to the intermediate level in Neurocognitive Training and could remember and repeat sequence of 10, a result that I myself could not achieve.

This spring Max made another attempt to sit for the gifted test and, to our joy, he got the passing score!!! Main lesson learned by both of us – there are no gifted or talented people, but everything is possible with the hard work, determination, and Neurocognitive Training.

Elena, Max’s mother

Developmental Delay

Academic Issue, Focus Troubles & Developmental Delay ComplicationsBryan


Our journey with Neurocognitive Training began in the summer of 2018 when I was searching for a solution for my son. Because of a blood infection at birth, he suffered some physical setbacks and some mental ones which seemed to be unexplainable, even by experts. We knew that his memory was not working correctly, but no one seemed to know how to fix it as test results were too varied.

I discovered Neurocognitive Training while watching many webinars on executive function and memory skills, and then contacted my boss. I work at a small, private, Christian school and we were looking to start up a Resource Room for our students with special learning needs. She gave me permission to buy Neurocognitive Training, and Bryan was my “guinea pig.”

He’d come to school during the summer hours and I’d watch him do the activities. At first, he could barely make it through the games. He told me his head hurt and it was too hard to concentrate. We started with just 15-minute sessions, and he was scoring all over the place – sometimes near 80% and sometimes 50%. Throughout the school year, he has been doing 15-minute sessions during his study hall each day, and then we were able to add a second 15-minute session at the end of the school day beginning in late October.

He has steadily made progress through each game, and I’m so encouraged to see his average range hit 70%! He is becoming more consistent, with fewer highs and lows. He also has made his first gold medal level on Attention Stamina. He says that it is still hard work to pay attention during the games, but is excited when he can beat his previous time on the Spatial Memory game.

Are we seeing results in his schoolwork? Definitely! While he still has trouble taking tests, he has been able to focus better during his class periods and concentrate on finishing homework assignments in less time. He is retaining more of the information that he is learning – and he has made the A honor roll twice this year already! He is encouraged to see his name on the wall with all the other students, knowing all the hard work, time and effort that he has put into getting there.

And what about the Resource Room? I’m happy to say that my boss has been so excited about Neurocognitive Training that she allowed me to buy a second set and we now have 4 students using it, with both of us as coaches! Both she and I are seeing results with our newer students, and we are excited to see what is in store for when we get the Resource Room up and running full-time.

Academic Issue (Non-Verbal Learning Disability)Sophia 11 year old

Our 11 yr old daughter started using Neurocognitive Training 6 months ago. She has been diagnosed with a Non-Verbal Learning Disability. She has trouble staying focused. We have spent thousands on tutors trying to keep her up with her peers.

I heard about Neurocognitive Training from a friend who talked about the fact that it is changing how people with ADD/ADHD learn by using biofeedback. I was curious and looked into it. The online info session was very helpful. I was desperate to find something to help my child with her learning struggles. I was also intrigued that my husband and I could both use the program to help our ADD issues. I talked to my parents and said to them that this could be something I will regret I didn’t find out about earlier.

We decided better late than never. Sophia has done well with the program. Most to the time, I don’t have to nag her to do Neurocognitive Training. She likes the immediate feedback and feels great pride in a really good score. The teachers have noticed that she is more focused and stays on task. Recently, her teacher said that she was the only one in her class to raise her hand and answer the question correctly after they had read a chapter. This made her so happy. I told her that is because she is doing Neurocognitive Training. This definitely helped her make the connection and makes her want to do more.

As for me, I find myself being more mindful. I put more thought into my daily tasks and try to be more present.

The staff at Neurocognitive Training have been terrific. Our Executive Function Coach, Mike Smith, has been very helpful and responds quickly. He checks in from time to time for updates. I am looking forward to seeing how Neurocognitive Training is going to continue to help us grow.

Hyperactivity / Concentration / MemoryDheepak high schooler

image1 300x225My son Dheepak only started to read and write at the age of 6.5. All the doctors I took him to told us that he had developmental delay. However, after visiting an education psychologist who did a QEEG (mind mapping ) of his brain, I discovered that he had ADHD.

As per the psychologist’s recommendation I took him to weekly neurofeedback sessions. These sessions were taxing for both me and Dheepak as it required me to travel outstation. Some sessions were simply a waste of our time and money as he was unable to focus during the neurofeedback session.

Finally, I decided to purchase a neurofeedback machine from the UK, and the dealer promised to provide me with training on how to operate the machine. Unfortunately, it turned out to be a nightmare as the machine was too complex to be operated by a lay person.

Then after much research, I found out about Neurocognitive Training and decided to purchase it. I have currently been using Neurocognitive Training for the past one year and I could not be happier with the results. To start with, Dheepak’s hyperactivity has gone down tremendously! Previously, he was unable to sit down and watch TV for even five minutes. Now he is able to sit down and watch his favorite cartoons for at least half an hour.

Apart from that, his speech has progressed. A year ago he was struggling to construct simple sentences but now he is able to speak reasonably well and can even ask us lots of questions. His piano teacher has even commented that he is more focused now than before. He is able to sit quietly throughout the lesson and follow the teacher’s instructions, compared to before when he would run out of the class crying and sometimes be disruptive, pinching and kicking his teacher.

His memory has also shown tremendous improvement as he is able to memorize timetables and recite them. He is also able to do simple arithmetic on his own without any guidance. Before Neurocognitive Training I would have to sit next to him to guide him and get it done. Now, when taken to the gym, he is able to run on the treadmill for a good 20 minutes which he was previously unable to do for even 5 minutes.

As mentioned above, Neurocognitive Training has brought about much improvement to my son Dheepak and we are looking forward to seeing more improvements as he continues using it. Neurocognitive Training is far more cost effective, convenient and easy to use compared to other treatments out there. Thank you Neurocognitive Training.

Mrs Govindarajoo, mother of Dheepak.

Asperger's Syndrome

Asperger's Syndrome & ADHD child with concentration and academic issuesCade

My son Cade was diagnosed with Asperger’s Syndrome and ADHD at age 5. He was in kindergarten in the public school system, and had been asked to leave every day care, preschool, and summer camp he had ever attended. When his troubles continued in kindergarten, I decided to take him to his pediatrician for a consultation. He asked what seemed like two hundred questions, and finally suggested that we have Cade tested for an Autism Spectrum Disorder. The only facility in our area that does that sort of testing had a waiting list a mile long, so we waited. It was close to the end of his kindergarten year that he was finally diagnosed with Asperger’s Syndrome and ADHD.

Cade is now in 6th grade. Much has changed since that initial diagnosis. He takes meds for ADHD. He attends a weekly Asperger’s group. He was recently diagnosed with Dyslexia, so he sees a Speech Therapist once a week. Cade was also attending one or two EEG Biofeedback sessions per week. Some kids do sports, music or other activities after school – Cade was doing Asperger’s related activities after school three to four days a week. Each activity is important, and needed, but a full day of school followed by a one to two hour activity, followed by homework is a lot for an Asperger’s kid.

At one time, Cade was doing so well that we decided to stop the EEG Biofeedback sessions to give him more free time. After about three months, he started having some behavioral issues at school. It quickly spilled over to after school activities and home life. I racked my brain for a few days to figure out what was going on. What was missing? EEG Biofeedback. I made an appointment that day, and within a few weeks, he was doing well once again.

After completing the 5th grade in public school, I decided to homeschool Cade for a while. Elementary school was hard enough for him socially, and I knew that middle school would be impossible at this time. I also felt that he needed more than one or two EEG Biofeedback sessions per week. That is what led me to researching an EEG Biofeedback program for the home. I found a number of them, but Neurocognitive Training fits our needs perfectly.

For about four months, Cade has begun each school day with a Neurocognitive Training session. It has really made a difference. His ability to focus has drastically improved. He is more confident. He is beginning to enjoy the challenges that school brings, rather than just doing what it takes to get by. Cade feels that he has “mastered” his current games, and is ready to add more. He wants new challenges.

Neurocognitive Training has really made our lives easier. Cade can play games at any time of the day, seven days a week. We don’t spend extra time and money going to one or two sessions per week. The positive results benefit the entire family. We are truly blessed.

– Success story submitted by Cade’s mother, Debbie.

Aspergers syndrome & autistic spectrum social, behavioural & communication issues.Frederic 8 years old

Freddy Picture for PlayAttention 150x150Frederic was diagnosed with Aspergers syndrome in 2012 at the age of 8 years old. His existing school refused to continue with his education because they had no facilities to deal with a child on the autistic spectrum. Consequently he spent two years at home whilst we desperately searched for a solution. In September 2014, Frederic was rescolarised in a private school with a classroom helper.

His school assessment at the start of December 2015 stated “unable to evaluate – due to Frederic’s inability to convey if he has actually learned anything!” Not very promising for a 11 year old boy after 18 months of hard work by his teacher and classroom helper.

However, on the 27 December 2015, Frederic started his very first session with the Neurocognitive Training system and everything has changed.

Frederic’s progress with the Neurocognitive Training system has been beyond anything we could have expected.

After only nine weeks, and 27 sessions, Frederic communicates with his teachers and interacts with the other children. For the first time ever, in January 2016 he actually took part in a classroom discussion in which he demonstrated a comprehension of meaning and language that actually exceeded what would be expected for his age!

His speech therapist is amazed at the rate of his progress and she now communicates weekly with his school to coordinate his work.

People who knew Frederic before he started the Neurocognitive Training system never fail to comment on how much his behavior has changed for the better.

For example, today in the supermarket we met a local librarian who last saw Frederic before Christmas. She was physically stunned at the changes. He walked up to her, said “hello”, shook hands with her, and then excused himself because “he had something important to look for”!

Interestingly, this particular lady has a son recently diagnosed with Asperger’s Syndrome at the age of 19. He’s very intelligent and even passed his college diploma, which gives him the right to a University place. However, he apparently shuts himself in his bedroom, incessantly playing video games.

Naturally she’s very interested in the Neurocognitive Training system since she can see with her own eyes the remarkable change in Frederic.

Frederic’s older brother has just gained a place at the prestigious Medical School in Grenoble, and perhaps for the first time in a very long time we can see the possibility of another doctor in the family – although with Frederic’s growing ability to express himself he will undoubtedly make the decision for himself!

Very best wishes,
Peter, Sarah and especially Frederic

Autism Spectrum Disorder

Autistic Spectrum with difficulties focusing, along with Cognitive ImpairmentKatelyn

We came across Neurocognitive Training last year for my daughter, Katelyn. We’ve been homeschooling for 5 years, and I noticed that she had some cognitive issues, as well as significant trouble focusing when we were doing school work. I thought she might have ADD or ADHD, like her older brother and me. When I would try to show or teach her something, her eyes would wander, and she would often bring up things that had nothing to do with the lesson, such as asking when she would get to play her favorite iPad game or how much else she would have to do that day.

She also attends a part-time school program, and her teachers had noticed she was having some difficulties with focusing and participating in class. So I decided to try the Neurocognitive Training program. We started toward the end of June, and Katelyn played the games consistently until school started in mid August.

The first day of school, her teacher came up to me and said, “Wow, I can see a HUGE difference in Katelyn this year! She’s paying attention, she’s focused, and she’s participating in class. She’s doing very well, and I’m so proud of her!” That’s when I knew without a doubt that Neurocognitive Training really does what they say it will. I actually wasn’t sure it was working. I thought I was seeing some minor changes at home, but that completely confirmed it all for me. I was so proud of my daughter too, and I happily told her about the compliments and how the Neurocognitive Training games were helping.

In addition to that, Katelyn was recently tested and was diagnosed with Autism. Several of her cognitive scores were very low and her conversational skills were lacking, but her Attention scores were in the average range. Since these scores are compared to other children her age, this meant her attention and focus skills are very good! She can pay attention and focus just as easily as other kids without any attention issues. I am definitely pleased with my decision to purchase the Neurocognitive Training program and would highly recommend it to anyone with difficulties staying focused and on task. As they say, the proof is in the pudding!! That’s definitely true for Neurocognitive Training.

Autistic Spectrum with concentration issuesJane 3rd grader

I started working with Jane in August of 2013, she was my very first client after purchasing the Neurocognitive Training system and starting my company. She was a bright 8 year old who was falling behind in second grade and had been diagnosed with ADHD. She frequently got in trouble for being off task, not staying in her seat, and talking out of turn. She also had a very hard time with reading comprehension. During Jane’s first few sessions of Neurocognitive Training her scores were in the high 30’s and 40’s for attention. Playing each game for 5 minutes seemed like torture for her and she was anxious to move on to the next one almost immediately. We also did academic tutoring together and the more she played Neurocognitive Training the more I saw improvement in her work.

During Jane’s first few sessions of Neurocognitive Training her scores were in the high 30’s and 40’s for attention. Playing each game for 5 minutes seemed like torture for her, and she was anxious to move on to the next one almost immediately. We also did academic tutoring together and the more she played Neurocognitive Training, the more I saw improvement in her work.

We were able to work together 4 days a week for two hours, during the summer break. That’s when she really improved. By August of 2014 her scores were in the 70’s and occasionally 80’s for attention. She now was able to stay in her seat and was getting good marks in conduct. She also had increased her on task time from 5-8 minutes to 20 minute intervals.

Jane also started to enjoy reading and she now picked out which book to read with me. I was astounded that she was able to recall events from the story and give me the setting and explain what happened to the characters.

We continued to work together for another year, and I was able to help Jane and her family transition into 3rd grade and prepare for 4th. During this time she also was diagnosed with an Autism spectrum disorder which further helped us understand some of her behaviors, but thanks to Neurocognitive Training a lot of the problems she was having in class were managed even before she got specific help for it.”

Shelby DiPilla, registered Behavior Technician and founder of Neuro-Centrum Tutoring

Autistic Spectrum with behavioural issue and forgetfulness is another challengeThomas

I would like to share our story. I was first concerned about my son, Thomas, who seemed to have a lot ​of difficulty following more than one 1122162018-300×225 “Thomas’ teachers have no concerns, and he loves middle school!” – Neurocognitive Training – turn your ADHD into Superpowersinstruction at a time, forgetting things all the time, having trouble sitting still and exhibiting other distracting behaviors in the classroom. I was especially worried about how things would go for him when he entered middle school with multiple teachers who may not have the ability or patience to deal with Thomas’ issues.

I already knew about a program in Oregon called “Help Eliminate Learning Problems”, but I was concerned about the need for visits to the school regularly and the amount of time it would take away from our normal routines. We tried parenting strategies such as Total Transformation and Love and Logic, but it was hard implementing all of the components. We tried a neurofeedback program that mapped Thomas’ brain and saw areas of limited activity. They started to work on these areas through rhythmic movements and other non-invasive electronic techniques. Again, it taught us some techniques for relaxation and showed us proof of differences, but it became an on-going cost with multiple office visits per month.

I continued to search for a reasonable solution and came across Neurocognitive Training. It sounded perfect. It had been proven through research to retrain the brain’s connections and was practiced in a fun and innovative way. The cost was especially appealing since it was the least costly out all of the options I had come across.

I had my son tested for Autism before he started sixth grade (middle school) in hopes of having things ready for possible accommodations. Well, not only is Thomas doing very well, but he loves middle school! He is remembering to bring things home and take them back without reminders. His teachers have no concerns, and he gets his homework done right away on his own. Thank you Neurocognitive Training!

– Sincerely, Thomas’ Proud Parents

Down Syndrome

Patient with Global developmental delays, Impulsivity & Behavourial IssuesEli


IMG 8903 225x300We started using the Neurocognitive Training suite of games for our seven year old son, Eli during the spring of his kindergarten year. Eli was born with Down syndrome. He struggles with global developmental delays and especially struggles with poor impulse control as well as hyperactivity. In addition, Eli is a very restless sleeper. I have longed for him to sleep more deeply knowing that it would give his impulsive brain a restful break. We have used different supplements throughout the years to calm him. Eli also sleeps under a weighted blanket. While I’m certain none of our attempts have been harmful, nothing seems to show long-term benefit. As a mother on a mission, I have researched therapies, supplements, dietary changes, and calming techniques for years. When I discovered neurofeedback, I knew I had to try it for Eli. We used a system with a local psychotherapist and realized very quickly that it brought calming to Eli’s restless brain and body. Quickly, it became difficult to keep multiple weekly appointments for his neurofeedback sessions.

I was introduced to Neurocognitive Training by a friend who is involved in pediatric counseling. We were able to try out the system at Harding University’s Compassion Clinic with the intention of completing a series of sessions. It only took one session for me to decide that we need this system at home! Neurocognitive Training is one of the only neurofeedback systems that has a home based package. It certainly is the most affordable option on the market that I could find!

We have received excellent support from the initial training to learn to use the system to periodic troubleshooting. Neurocognitive Training has a great team and has been so helpful for us on this journey.

Eli started using the Neurocognitive Training system during his kindergarten year. He is in the self-contained classroom at his school. I have full confidence that he could participate in mainstream class activities on a limited level if he could better manage his impulse control. His classroom uses a color-based behavior chart. If he has a good day, he gets a ‘green’. A worse day warrants a ‘yellow’ and a difficult day produces a ‘red’. While Eli had a good school year, he NEVER had a week where he earned all ‘green’ for the week. Ever. Until we started Neurocognitive Training. Consistent use of the Neurocognitive Training suite of games has calmed Eli and given him the ability to attain quite a few all ‘green’ weeks of behavior at school! This is a miracle. While the support team at Neurocognitive Training stressed that long-term use of the games is essential for seeing behavioral changes, we saw changes in Eli almost immediately. Among other things, he began sleeping better almost immediately which in turn lead to better behavior in school. His teachers and our extended family are all amazed at the changes seen in Eli since starting Neurocognitive Training. I attribute this incredible change to the Neurocognitive Training suite of games as we did not make any other dietary or supplemental changes at the time.

We love Neurocognitive Training and are excited for the upcoming school year. With improved impulse control, we hope Eli will get to experience some mainstream classroom activities.


Medical Doctor, care for ADHD clients

I’ve used Neurocognitive Training for years in my business. I have a couple programs that I’ve used for a long time, but Neurocognitive Training is the longest and most consistent tool I have used since I’ve started my business. Neurocognitive Training addresses attention and the cognitive skills.

Since I started using Neurocognitive Training with my students, I have had students, under the care of their healthcare provider, that were able to either not increase their medication, stay on a low dose, or not be on medication at all. One of my success stories is about a client, who was on medication. He began middle school. Many middle school and high school students don’t want to take their medicine anymore. His parents decided that they wanted to try an alternative to his medication, and so he started training here at my business. His mom gave me a report that he’s getting A’s B’s and C’s without his medication…so that’s a great success story.

People shouldn’t have to be forced to think there’s only one way to help with attention. At the end of the day, medicine or not, my clients need to know exactly what attention feels like. Because if they have a day where they’ve forgotten their medicine, what do they do? They’ll default to their old behaviors. So, by training consistently and being able to work on cognitive skills, it has enabled me to change my clients’ lives.

For example, I had one student that was having behavioral problems. He constantly moved his legs, and, he wasn’t aware of moving his legs. First, he didn’t know why he was moving his leg. He wasn’t mindful about what he should to be doing. At that moment, he didn’t know how it felt when his body and mind were focused. He didn’t even know he was moving as much as he was. He was visiting the assistant principal’s office way too much. We started him on Neurocognitive Training. And we started documenting his behaviors here, at my business, and working with the counselor at school. In about two or three months, he was easier to reason with and improved his behavior at home. At school he wasn’t going to see the assistant principal anymore. A side benefit was that the counselor observed that he started to have friends in the lunch room and other areas. In his recent past, when he was getting into trouble, of course, nobody wanted to be his friend. But, this young man, he’s only in second grade, had this life changing experience! And it will pave a new way for him. Instead of being known as the troublemaker kid, with no friends, now he is a smart little boy that has friends, that has learned to use his words appropriately, and has good relationships.

Data is important. Neurocognitive Training is unique because it gives you feedback and data. When a clients score is below 75% on an activity, that is feedback to examine what is going on. Also, I like to teach them to breathe. A lot of kids hold their breath when they get into a stressful situation. So, I love the data component and using that feedback to find coachable moments. It’s better for my clients. So that they can live up to their potential.

I have students that come in and they may have had a rough day at school, but they don’t realize how that affects their attention and the cognitive skills. So, that’s the coachable moment that I like…”Oh, did you have a rough day at school? What happened?” And, then we work through that. Or they’ll ask me, “Why am I doing this activity? What does it mean in real life?” I love it when my students ask me those questions. Because, then they are buying into what we’re doing and their level of performance and their level of being available for my coaching goes through the roof. I always encourage them to ask me ‘why I am doing this’, and ‘what’s the purpose of this activity.’ That’s another coachable moment, because that’s when the rubber hits the road. This is why you practice these skills here. That’s how they gain the tools or strategies, to use at school, at home, at the soccer field, basketball court, music lessons, or whatever else.

I was working with one of my students a while ago. If I hadn’t had Neurocognitive Training to give feedback, it would have been hard to help him. At school, if his teacher was presenting an interactive activity, he was fine and calm, and he would do the activity. But, once there was a lull in the activity, his right leg would move. In Neurocognitive Training he had these up and down scores which precisely reflected this pattern. Neurocognitive Training showed that a lull in activity affected his attention and his auditory processing. It was a cool ah-ha moment. At that crossroads, when I could coach him this and show him this right there and then, it truly changed his life and performance. He was a good student. He became a straight-A student now.

What about Neurocognitive Training iLab?

Honestly, there’s no comparison in my world. If you’re going to have more than one student use Neurocognitive Training at one time it is a necessity to have iLab. I love the flexibility to individual my clients needs and alos be able to coach more than one student at a time. I wouldn’t have it any other way! Here’s the deal…If you’re just going to have a stand-alone station for one student, fine. It’s great. But, the way I run my business, I don’t have one student at a time. And I don’t want to have students wait. No waiting here. I have individual lesson plans set up when I’m using iLab. I can have 2 students I can see who’s going, I can look at their data, I can switch any parameters I need. I love the new version. This is awesome! I have seen it evolve, and it’s an amazing product. Amazing.

Did we miss anything…

I love Neurocognitive Training and I’m going to use it as long as my business is open. It’s going to be one of my foundational tools.

The support that Neurocognitive Training gives is amazing. They offer webinars as well. It’s awesome. Being a part of Neurocognitive Training has been great experience. Sometimes when you use a program for a long time, the support dwindles. However, that’s not true with Neurocognitive Training. So, I really appreciate that as well. Any kind of challenges I’ve had from setting up, adding the iLab, etc., Neurocognitive Training support has been great. Very supportive, patient, and willing to think out of the box and help along the way.

Dr. Trissy Pitkin

ADHD Clients with Concentration & Memory Issues.Emmanuel Grade 4 ADHD (impulsivity / focus) || Victoria Grade 3 (working & spatial memory, memory)


In August 2015, Emmanuel joined our Neurocognitive Training student group. He was starting 4th grade and diagnosed with ADHD. According to his Mom, Emmanuel was in trouble everyday in 3rd grade as he struggled with impulse control of outburst in the classroom. In addition to his impulsive behavior, he was experiencing trouble with reading and math.

The benefit of Neurocognitive Training for Emmanuel was evident almost immediately with the stopping of outbursts in the classroom in less than one month after starting Neurocognitive Training. His mother states she has not had a call or email from the teacher this year, which is amazing. Emmanuel says he has only had one warning and he is very happy to be in control of his volcano mouth.

Three months after starting Neurocognitive Training Emmanuel’s reading skills began to improve and he was able to achieve a reading score. His continued use of Neurocognitive Training has helped Emmanuel to sustain the length of his focus and concentration improving his overall academic performance. He is a real trooper and is very diligent in working on his education.

Victoria, an 8 year-old, third grader in Orange, CA, joined our academic tutoring program following the receipt of her report card for the first trimester. She was in need of Academic Intervention and at risk of retention. Victoria struggled with her working and spatial memory unable to retain from day-to-day what she was learning in the classroom. Learning was even more difficult for Victoria because she was unable to sustain her attentiveness, focus, and concentration.

Since November 2015, Victoria has been using Neurocognitive Training two times a week. Following each session, she receives educational coaching and skills development in reading and math. Victoria was able to concentrate and remember what she was learning using this approach after the second month on Neurocognitive Training at 75% level of consistency.

With the help of Neurocognitive Training Victoria was finally able to achieve the status of a Beginning Reader score with her scores continuing to climb with each testing after four months. Victoria is an outstanding student in our program and works very hard. Neurocognitive Training and Academic Tutoring will continue this summer, to fill gaps of what she has missed during second and third grade.

Victoria is a pleasure to work with and her growth is amazing to watch. She is much happier with herself and the world since she is able to read and remember things.

Thanks Victoria for your continued attention to hard job of learning – you are an amazing student.

Jo Ann Stoff, MA, CPC
Certified Professional Coach
Certified Autistic Specialist

ADHD Coach for Executive Function enhancement

sucess storyAs an ADHD Coach who specializes in Adult Clients with ADHD I was cautiously optimistic about the Neurocognitive Training program at first. I have always believed in Biofeedback as a great way to monitor and substantiate results, though some techniques seem more gimmicky than scientific. Not every ‘solution’ that uses technology is scientific.
I can say that Neurocognitive Training didn’t promise a solution. Instead, they talked about enhancement and improvement. Knowing ADHD, and that there isn’t a ‘solution’ or ‘cure’ for this Neurodevelopmental disorder of regulation, I didn’t see any false promises.

My other first concerns were cost and the ‘game’ aspect of it, which appeared geared to children rather than adults. So I needed more than the company’s literature to sway me.
A friend and coaching client of mine felt it worked for him, so I took it more seriously. So as a person with ADHD challenges, I decided to give it a go. If it could work for me, I would suggest it to my clientele.

I’m happy to report that eight months of use have shown some very good results.
Neurocognitive Training assigned me a coach who was very helpful in helping me with my Executive Functions needs with the appropriate games. In eight months of regular weekly use, I have gotten to Gold level in all areas and Mastered four of the six areas.

Most important to me is evidence of cognitive improvement in other areas of my life that involved Executive Function. I am able to focus on things I don’t like doing (boring, mundane tasks, or complicated projects that used to overwhelm me) with greater facility. I see evidence of improved memory, less impulsivity, and less distractibility.

All of these go a long way in working with others and accomplishing menial tasks. I never had a problem with focusing on things I found interesting, but now I have an easier time focusing on things that are not.

So I procrastinate less, get more done, and even have an easier time meditating than ever before. My new meditation habit has had tremendous benefits in calmness and the ability to detach from previously troubling thoughts.
The dividends from Neurocognitive Training keep coming. Well worth the money.

I recommend Neurocognitive Training to my clients now. It’s a very good program. I believe you can trust their word.

If you like to learn more about my experience in person, please contact me.

Clinical Psychologist with children & adult ADHD clients

I use Neurocognitive Training with children and adults with ADHD. The neurofeedback training Neurocognitive Training provides enables patients to improve their attention and focus. Patients’ improvement can be monitored with standardized tests of visual and auditory attention.

The games provide my patients with improved focus within the various training domains including short term memory, eye hand coordination, etc.

Additionally, the Neurocognitive Training games provide greater challenges as attention skills are increased. Higher level games provide more distraction to simulate every day challenges to maintaining focus. A high degree of motivation is maintained due to the intrinsic enjoyment the PA games provide.

I have found great improvement when I incorporate Neurocognitive Training into a Sports Psychological program to improve the athlete’s focus while competing. Therapy starts with gaining focus skills in the office and then transferring those skills into real life competitive events and training. Learning new skills and focus for the moment of competition can lower performance anxiety. Lower performance anxiety frequently improves performance.

I have used Neurocognitive Training with clients who are working to reduce their anxiety. Cognitive Behavior Therapy provides the thinking skills to reduce anxiety, and Neurocognitive Training improves the patient’s ability to focus on the newly acquired cognitive skills.

I have used Neurocognitive Training as an aid in the treatment of recovering alcoholics and addicts. Frequently, these individuals lose their ability sustain focus upon the necessary cognitions to sustain abstinence and sobriety.

I have also found that Neurocognitive Training works very well in conjunction with biofeedback and CBT for stress alleviation. Those experiencing high stress frequently lose their ability to maintain focus at work, or with developing insights regarding their improvements.

I have also incorporated Neurocognitive Training into tele-therapy and tele-coaching for a wide variety of goals and conditions including weight control, habit reversal and personal improvement.

Dr. Raymond Havlicek
Clinical Psychologist

Medical Doctor, work with ADHD studentCody high school || Joshua high school || Josiah 8th grade

This summer I ran a pilot program for ADHD students. The components used were to improve focus, working memory, and social skills. I have had a few years of experience using Neurocognitive Training with my clients and I chose this program to help with focus. There weren’t many kids. We started with six and ended up with three. The three that were left were all males who had a combined type of ADHD and were functioning within some spectrum of Asperger’s. None of the participants were medicated for the summer. They came in every Saturday to work with the three intervention areas. We interviewed parents for social skills deficits. Focus was measured using the IVACPT. Working memory and focus were measured using the WISC subtests for Digit Span and Letter-Number Sequencing.

At the end, the posttests for working memory showed slight improvements. However, everyone’s focus was significantly better! The program ended right before school started and I wanted to wait to see if the results seen were reliable and accurate. I’m proud to report not only did we see improvement after the summer program but the three students that persisted until the end are showing improvement in their academic performance as well.

The next part is why I’m really excited! The unexpected result it that I also see that using the social skills we practiced, with their improved focus, has increased their ability to think through their impulsive actions. They’ve started out the year wonderfully as far as being in the class and being able work more efficiently. They’re also better at dealing with any anxiety they used to have in the classroom. I believe the greatest factor was Neurocognitive Training and the ability to focus not only on doing well in the classroom, but socially as well.

I do see that organization is a component I need to add. I see these young men struggling with turning assignments in, not because they’re not done but because the work is lost or forgotten. The picture included is of my son Cody and me. He was one of the participants. He started high school this year and is doing well. Progress reports have been issued and I see that he is missing grades due to organization and missing assignments. He’s one of the students who has also improved his social skills because of his improved focus on his choices.

Joshua was another participant who also started high school this year. His mother reports he’s doing well with academics. Schoolwork wasn’t really a big problem. However, Joshua has had more trouble with social interactions and his peers. He’s still doing well in his academics and I hear his improved focus has given him the chance to think through his impulsive decisions so that he’s no longer a follower. He’s also using his improved focus to choose different reactions to peer pressure.

Josiah was the third male and he’s in 8th grade this year. As with the other students, he’s doing well using focus to improve his social interactions. Mom says that he has his first “girlfriend” this year! Teachers and peers thought maturity was large part of his behavior, when it was actually his impulsive choices. Math has always been a struggle for Josiah. I can’t say he’s 100% improved but I hear reports of his focus on math this year have been better than before!

Neurocognitive Training made therapy more enjoyable. None of the participants complained about “playing games” over the summer. I do advise anyone using Neurocognitive Training to set clients up for weekly sessions in order to see the true benefits of the program. Consistency is the key! It is highly recommended and well worth the investment. These results were after using it weekly over the summer. I believe using it over a longer period of time and more consistently will show even more progress. I will definitely continue to use it as I work out the kinks in my future programming. With all three students, medication is enhancing a new way of focusing that didn’t exist before this summer’s Neurocognitive Training intervention. All three students are doing well in ways that have not been seen before. Thank you Play attention!

– Dr. Chevette Scott Alston, Psy.D., NCC, LPC
Esiri Ministries/Christian Psychotherapy Services


Senior with Concentration & Impulsivity IssuesScott 74 year old

ScottAs a 74-year-old man with inattentive type ADHD I was fed up with my impulsivity, scrambled thinking, lack of focus, and poor attention. I tried meditation and was not successful because I was too impatient and expected too many results. I have used the Neurocognitive Training system and programs for 7 months and feel my attention and ability to focus has increased markedly. I feel calmer and able to stay focused and stay on task with many more activities now. I am better able to draw my attention to a project and stay on track. I can “feel” when I am not focusing. This is a very new experience for me after all these years. I am very satisfied and happy I discovered Neurocognitive Training. I use the system to exercise my brain every day.

Scott B.

Senior with ADHD, Autisim and Anxiety issues61 years old

When I first found out about NEUROCOGNITIVE TRAINING, I just turned 61 years old & had spent the previous 15 years (since being diagnosed in 2001) going thru books, counselors, EEG-feedback, coaching, & online programs / “therapy games” to address my issues enough to provide hopefulness that I’d be able to get a handle enough to operate in the “real world”, as a house-husband / cook /pet owner[2 dogs]/ & guitarist in community ensembles. After only limited & temporary benefits from those resources, I decided to try the NEUROCOGNITIVE TRAINING program, especially after learning about the technological improvements over the previous neurofeedback sensors. It was gratifying to find out that the learning paradigms involved in the PA games, were effective in acquiring the coping skills that I needed to make my different “hats” much more easily worn, after more than 4 decades of undiagnosed ADD.

From the start of my sessions, I quickly realized how the attention ‘muscle’ could actually be consciously improved & strengthened, by games like ATTENTION STAMINA & TIME ON TASK. Also, I recognized how the adrenaline needed for higher scores was actually lessened, due to the games’ designs. As a result, I learned that ‘cool vigilance’ was a desirable attribute to train for, in order to succeed at the PA games, as well as in real life. Other games such as DISCRIMINATORY PROCESSING, SHORT TERM MEMORY, & WORKING MEMORY showed & developed the aspect of resilience in my thought processes, I believe, in useful ways for my real-life situations, to be able to shorten—& better deal with— anxious & depressive periods in the last year—probably the most useful trait that I acquired over the last year of PA sessions.

After about 3 months of my own program with steady PA games [about 12 per week], I then introduced the games to my next door neighbor’s 15 year old son, who had been in special education classes since kindergarten, after being diagnosed with Autism. In the previous years, Bryan was used to having his way in a lot of respects, being an only child with special needs. After seeing him grow from the age of 4, & getting to know him from my daughter’s babysitting him, & my recent trips with him to Sunday service at the Rock Church, I thought he would be a good candidate for PA games, during his afterschool period 3-4x per week. And after an initial period of drudgery & , Bryan began to get into a ‘comfort zone’ with the PA sessions, & soon began to score consistently high scores in certain games, accompanied by a more improved spirit of cooperation & acquiescence in everyday life, with relationships & social situations.

Because of a major transition in his family, Bryan was faced with the prospect of relocating to another state & high school. So I requested that he be allowed to spend the last 2&1/2 months in my home, so that he could at least finish his sophomore Spring semester with familiar friends & school staff. Because of the increased time available, I was able to increase his PA sessions to 10-12 games per week, to which he quickly adjusted to, & easily adjusted to 2 new weekly social groups with new learned skills about how to keep eye contact & show respect & interest with others in new social situations, & was noticed by his mom to be able to engage with others in appropriate ways, for longer periods of time [largely due to his success with the SOCIAL SKILLS exercise in PA weekly sessions]. Bryan was also able to be more comfortable in not having to incessantly use his digital toys & devices, & demonstrated more relaxed decision-making, as opposed to his frenetic indecisiveness that would surface regularly, especially during transitions & encountering new environments. The games that I believed helped him to create that kind of self-empowerment were the same that I used to improve my own productivity with my personal life & music projects [games mentioned above] as well as the ACADEMIC BRIDGE program that helped me to focus better with learning new pieces of music (along with HAND-EYE COORDINATION) as well as helping to accomplish emails & to-do lists in a more time-efficient manner. The ACADEMIC BRIDGE Program also aided Bryan in readings & other homework assignments as well, serving as a connection to the Attention ‘muscle’ to identify & feedback to Bryan as he read textbooks & watched educational videos that weren’t especially exciting to watch.

The ACADEMIC BRIDGE program also has proven invaluable to me, when I use it during menial tasks such as clearing my desk, doing guitar exercises, filling out my datebook calendar, & returning emails. I have confidence that it will continue to provide a ‘touchstone’ to confidently allow me to know how to stay mentally active throughout my ‘golden’ years.


Stroke affected cognitive skill, motor function (arm & leg) & speech impairmentJohan

I would like to share our experiences after my husband, Johan, completed 80 Neurocognitive Training sessions.

Four years ago, my husband, Johan, suffered a stroke which affected his left arm and leg function as well as his speech. Two years after the stroke, we were in talks with a representative couplefrom Neurocognitive Training who suggested we enroll him for sessions.

By this time, Johan had almost completely withdrawn from society and didn’t have much motivation left. We decided to give Neurocognitive Training a try. After the first 40 sessions, we already saw great improvement! He was almost back to his old self!

After 80 sessions, Johan is now able to take part in conversations. He has again taken an interest in what is going on around him. He assists me in decision making and makes suggestions when the situation requires it. He even helps with small tasks around the house. The function of his left hand and his ability to walk has also improved. His speech has improved and he is just a more positive person since the Neurocognitive Training sessions.

We will definitely recommend Neurocognitive Training and would like to thank Daleen and Rosa who were Johan’s facilitators.

Johan and Thelma

Stroke induce memory lapse, confusion & cognitive hearing problemJimG Senior

These letters were received from a husband and wife using Neurocognitive Training with one of our professionals. We were so touched and excited to hear about Jim’s progress with Neurocognitive Training after a series of strokes had caused him to experience cognitive impairment.

Letter from Carolyn:

In 2020, my husband had two separate strokes which affected his brain. He had memory lapses, confusion and also cognitive hearing problems. While getting his diagnosis and going through additional testing, I spoke with Brenda S. about his condition.

She said to me: “You know, that is what I do. I treat cognitive difficulties in individuals.”

I asked her more and we agreed Jim would be tested. After testing, Jim started his Neurocognitive Training sessions with Brenda twice weekly. After 4 weeks I started noticing some positive improvements in how Jim related and communicated to me and those around us. After around 8 weeks I noticed even more improvements.  Within three months of starting the brain therapy, Jim was talking about returning to work.

He was able to return to his previous employer and has been able to perform very well. He has indicated he feels great and that his ability to function in his job, which requires extensive technical knowledge, is returning to normal. He is happy to be working!

Jim still has some isolated memory issues, and he still has his Neurocognitive Training sessions twice weekly. He has moved to an advanced category whithin the Neurocognitive Training program which is challenging his brain function even further. We are confident he will continue to improve in his brain health and are so grateful for Brenda’s diligence in working with Jim to improve his quality of life. She is an amazing person and therapist and we wholeheartedly recommend her work to families who need help with cognitive,  brain, and learning difficulties.

-Carolyn G

Letter from Jim:

I’d  like to take a moment to say thank you for your help with my cognitive and memory health. When I heard that you provided Neurocognitive Training training for these type of brain issues, I thought it was great.

When I learned that a lot of your work is also helping children, I thought I’m still just a kid inside, so why not try it! I’ve now had over 50 sessions and I’ve noticed memories and thoughts coming back much more quickly than I expected.

I am also happy to see the test results that show the improvement to my brain functions. I want you to know that I recommend your training to help anyone who needs this type of brain and cognitive training.

I hope you achieve all of your goals and thank you, again!

Stroke induced aphasia, dylexia and concentration problem63 year old lady

No one expects a stroke, I felt I was too young. I was 63 at the time and thought “strokes happen to other people.” I was confused when it struck. My husband came home at the time and he realized I couldn’t speak. He rushed me to our hospital which was fairly close. They took me in quickly because my husband told them that I was having a stroke.

I had nurses and a neurologist examining me. I was losing movement in my face, my hand, and my leg. They decided to give me the tPA shot.

We would find out later that I’d had a clot in my artery in my left brain, high and dangerous. During the night I couldn’t sleep lying on a bed in the hospital. I remember, there was a storm and I watched it come and go and I felt at peace.

The next morning they found out what I’d lost and what I had left. I had aphasia, not speaking very well. I was not able to read. If people read to me I couldn’t absorb it, I couldn’t concentrate. I could see if someone was reading but it meant nothing. I couldn’t write. Physically, otherwise, I was good.

I did have some therapy in the months ahead, it helped but I needed so much more. At the time my daughter suggested I should try the Neurocognitive Training program. I used it for about 3 years. I am able to concentrate so much better now. My speech improved so much. I gradually was able to read and write.

Honestly most people I meet never notice that I’ve had a stroke. It’s been a miracle for me! I use Neurocognitive Training again and again to clear my mind and keep me focused. I really do appreciate this program so much.

Parkinson Disease

Parkinson's Disease & early onset dementiaGeorge

When I first met George two years ago, he was unable to find his way out of his living room in his house. He had been diagnosed six years earlier with Parkinson’s disease and early dementia caused by exposure to Agent Orange during the Vietnam War.

George had been president of his own engineering company, was an avid golfer, and loved being outdoors. Unfortunately he had to sell his company, give up golf, and was fairly confined to the indoors. He could no longer read or write and was very depressed.

I’ve been using Neurocognitive Training with George two or three times a week for two years. Now he can identify and go to any room in his house, practice golf on the Wii, read or listen to short stories, and answer comprehension questions. We go outside for long walks to enjoy nature. He and his wife can go out to dinner, go to the movies, and participate in a bible study group.

Although I use a few other therapies with George, his favorite is Neurocognitive Training! I believe this is because Neurocognitive Training gives him back a sense of control over his mind, and by extension, over his life. Even while Parkinson’s disease slowly robs him of body control, Neurocognitive Training allows him to retain his mind and memory control. This is crucial for his psychological and emotional well being.

George scores between 70% and 90% on the Neurocognitive Training games. He has moved through the beginner, intermediate, and advanced levels. I put Velcro on the space bar so he can re-establish his finger position if the tremors interfere with his hand. On games where the mouse is needed, I move the mouse while he focuses. George loves Neurocognitive Training and takes great pride in his success.

For most people with neurodegenerative disorders, (i.e. Parkinson’s, Alzheimer’s, etc.), their greatest fear is increasing loss of independence and control of their lives. This can lead to loss of hope and severe depression.

I have seen the difference Neurocognitive Training can make in the lives of both PD and AD clients. While Neurocognitive Training can’t cure such diseases, it certainly slows the progression and restores quality of life. They feel a return of confidence, self control and self esteem. Neurocognitive Training gives them hope and a more positive attitude with which to live their lives.

Submitted by Nancy Thomas
Raleigh, NC


Alzhimers Patient with communication & behavioural issues .Ruth 85 Years old

I met Ruth in June of 2016. Her daughter, Susan, had asked if I could help her 85 year old mother who had been Alzheimers “I can think and communicate more clearly now.” – Neurocognitive Training – turn your ADHD into Superpowersdiagnosed with late stage Alzheimer’s. My first thought after meeting Ruth was, “This is definitely going to be a challenge.” The problems we faced were daunting; Ruth couldn’t communicate intelligently. She repeated things over and over. She had obsessive-compulsive behaviors, was verbally abusive to Susan, had severe Sun Downing, displayed socially unacceptable behaviors, and had total disregard for her appearance. Ruth had been an elementary school teacher, but she could no longer read, write, or do even basic math. She apparently had very little memory, attention, or comprehension left.

My program for Ruth was intensive at first. We worked five days a week for two hours a day. The protocol I used included physical exercises, basic education training, and Neurocognitive Training to address memory, focus, and comprehension in a more specific manner. After six weeks of therapy, Ruth had progressed to a point that we could adjust her schedule to three days per week for one and a half hours a day.

While Ruth sometimes tired of the physical and educational aspects of the protocol, she loves Neurocognitive Training! Neurocognitive Training gave her a sense of personal control, independence, and confidence she so desperately needed. The skills and emotional support she gained from Neurocognitive Training provided the foundation upon which the other elements of her therapy developed. Ruth regained much of her old personality and many of her functional skills.

Ruth can now communicate well and receives phone calls from family and friends. Her gross and fine motor skills have improved, and she’s become an avid walker. She is able to read, write, and do math on a functional level.

Susan, her daughter, says Ruth is much calmer, her Sun Downing has lessened greatly, and her obsessive-compulsive behaviors have mostly stopped. Perhaps, what’s most important is what Ruth has to say for herself, “I can think and communicate more clearly now. Before therapy, my thoughts were not garbled in my mind, I just couldn’t get them out of my mouth right. My anger and frustration came from not being able to express myself correctly, but now I can. Nancy got rid of the fog in my brain.”

With the aid of Neurocognitive Training and other therapies, I have been able to improve the quality of life for my Alzheimer’s clients and their families while we wait for the development of effective drugs to treat this terrible disease. It’s one of the most rewarding things I’ve ever done.

– Nancy Thomas, Raleigh, NC

Alzhimers Patient with attention and memory difficultiesKathy 67 year old

Kathy’s Story

Kathy and her husband Larry, came to me at my clinic, Brain Fitness Center, in Parkersburg, WV, in the spring of 2011. She was 67 years old and had been diagnosed with Alzheimer’s two years earlier. The couple had seen several primary care physicians, searching for some type of treatment that would allow Kathy to live more effectively and productively in her daily life. She was told to accept the diagnosis, go home, and live with the disease the best way she could.

Eventually they were referred to a primary care physician who was familiar with my clinic and some of the programs I used. This doctor contacted me and asked if I thought any of the therapies I used might help, since the medical field didn’t have much to offer Alzheimer’s patients.

When they arrived at the clinic, Larry did most of the talking. Kathy’s shoulders were stooped and her eyes downcast. She was aware that she lost track in a conversation and responded by keeping quiet. She could no longer remember the names of her grandchildren, could not find the grocery store or even remember where things were in the store. Kathy was unable to work in her upholstery shop, and was becoming more and more isolated from both family and friends.

After initial assessment and discussion with the couple, we decided to address Kathy’s; attention/memory/comprehension skills; brain processing speed; and motor timing, all of which were severely impaired. I proposed a combination of programs, knowing that Neurocognitive Training would be my choice for the attention/memory/comprehension therapy.

Larry brought Kathy into the clinic five days a week for two weeks and then three days a week thereafter. Following a month of consistent therapy, it was like watching a butterfly begin to emerge from its cocoon. After three months of therapy, Larry and Kathy bought a home version of Neurocognitive Training to continue her treatment under her physician’s supervision.

By the fall of 2011 Kathy was alert, cognizant, and efficient. Her memory was back, her confusion gone, and she was an active participant socially with family and friends. Kathy had returned to her work as an upholsterer and, in her own words, “I have many more years of real life ahead of me.” Larry put it simply, “I got my wife back.”

Now in 2015 I live in North Carolina and had lost track of Kathy and Larry, so I went on line to locate them. When I called, Kathy answered, (which she could never have done before therapy), and was excited to hear from me. She said both she and Larry were doing fine and the grandchildren were “growing like weeds.” She asked about my family and we chatted just like old friends.

I know that there is no cure for Alzheimer’s at this time, but I also know that with the right interventions we can regain some things that are lost and slow the progression of this terrible disease. Without Neurocognitive Training the changes in Kathy would not have been possible. I am thankful for the program and the wonderful support team who are always there to help me whenever I need them.

– Nancy Thomas, Neurocognitive Training Coach

Tourette Syndrome

Patient with Anxiety Disorder, Concentration & Distraction issues55 years old digital marketer

I would like to share how Neurocognitive Training has made a positive impact on both my professional and private life. I amVinV a 55 year old digital marketer in a large software corporation, who is also an amateur classical pianist in private life. Play attention has already played an active role at home and work, improving areas where I had struggled previously throughout my life.

I was born with Tourette Syndrome and have also had to manage panic attacks, performance anxiety, poor reading comprehension and attention issues to name just a few. I’ve tried many different forms of treatment over the years for some or all of these conditions. Some have helped, most have not. Medications were certainly not the answer.
I was introduced to Neurocognitive Training through my bio-feedback psychologist, who specializes in brain technologies and treatments, and I was thoroughly intrigued by the data he showed me on the positive permanent results that both children and adults had achieved. We worked with the games in our sessions intermittently but I knew that if I was going to reap the full benefits of the program, I had to invest in the software package to achieve optimum results. It was a worthwhile investment.

The main reason I invested in Neurocognitive Training was my desire to improve my focus and attention in my piano practicing and performance. For years I was struggling with confidence because I was unable to focus and block out distractions. Whenever I performed I was sure to have a memory slip, even using the music. I would get so nervous and distracted that I couldn’t concentrate on what I was doing, which is disastrous for musicians. Because I wanted to improve in this area and grow as a musician and performer, I was motivated to dive head first into Neurocognitive Training and all it had to offer.

First off, the staff is friendly and knowledgeable, whether it is customer service, training, or tech support. They are really sensitive to my needs and questions and add a personal touch that that you don’t see very often these days. The games are extremely entertaining, challenging and fun to play while the software does its subliminal wiring of the brain in the background concurrently. It also lets you know when you are ready to move up levels, so there’s nothing to guess at or figure out. Because the software is so easy to launch and operate, it makes it super easy to stick with a consistent program. Consistency is the key with this. I was trained by Mike over the phone initially, and he worked out a routine for me and shared best practices in getting the most out of the program. After your initial installation and training, just plug in your blue tooth, put the band on your arm or leg, launch the software and you’re ready to go in less than 30 seconds. I have just finished the entire program after about 6 months. I went a little faster than average because I had previous exposure to the games. I am now able on the advanced levels to achieve between 85% and 95% attention consistently on all the games.

Noticeable improvements so far at the piano:
Over these months, natural memorization has come back strong and I am now retaining/memorizing over an hour of difficult piano repertoire. The most I ever retained throughout my life is 30 minutes at a time. I expect that to increase moving forward.

Using the “Academic Bridge” at the piano (attaching the band to my left leg), I am now able to achieve scores of 90% attention while reading music and 85% without music. I expect those numbers to increase as well.

I am more confident performing because I am focused on playing and recalling the memorized music, rather than being fearful and distracted and having to use music. Performing without music allows you to play more freely. I can now prepare and move forward with confidence entering a prestigious piano competition for 2018 which requires both mental and physical excellence on the highest level.

I no longer have to take videos at my music lessons in order to remember what my teacher is explaining or demonstrating. I just listen and retain without concerns of forgetting what I’ve learned. My mind used to go blank and I relied on videotaping as my safety net.

Practicing is now a pleasure because I can learn difficult pieces quickly rather than it being a stressful chore.

Improvements at work:
I am able to sit through long boring meetings and not lose my attention nearly as much. This helps me to excel while being in a job that doesn’t really interest me.

It is easier to train staff on software because I am able to focus on their needs by processing what they are saying to me more clearly. This latest project has gone well because of that new found attribute.

I am able to absorb new applications with little training or information, which used to be a big issue for me. I can see clearly each step rather than my brain just shutting down completely and blocking things out.

I’m overall more relaxed and confident in my own skin now in a very stressful job because I can process and retain what I’m experiencing. I used to only be able to follow someone if they were with me in person. Now I can talk to someone over the phone and comprehend them just as easily.

One more general improvement: At home I tried reading a boring book for 15 minutes while running Academic Bridge and achieved 85% attention. I like to read non-fiction which can be tedious, so this really helps me absorb the information I’m interested in. It has also helped with doing crossword puzzles, which I really enjoy but struggled with.

Let me clearly state that like everything in life, to get any positive results you must be dedicated and work extremely hard. Be patient and determined with Neurocognitive Training and you will get the results you desire and deserve. The staff will explain everything carefully and thoroughly so you’ll have every opportunity to be successful. Hope you give it try.


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